「素養」（competence）的培養，近年來受到聯合國教科文組織及各先進國家的重視，並作為先進國家進行課程改革的理論基礎。近幾年來，臺灣學生在PISA與PIRLS等國際成就測驗的表現，已成為語文教育改革的重要指標，而國家教育研究院修訂之「十二年國民基本教育課程發展指引」（國家教育研究院，2014）及教育部公佈之「十二年國民課程綱要總綱」（教育部，2014）也明訂「核心素養」為十二年國民基本教育課程發展之基石。比較近幾年來臺灣對於語文素養的論述及十二年國民基本教育課程總綱對素養的定義，不難看出未來語文教育的趨勢，逐漸趨向培養公民「多元識讀能力」的知能。此識讀能力不僅強調公民運用語文的「能力」--亦即體察不同的社會、文化情境脈絡的差異，瞭解如何各種語境中，利用語文進行理解、溝通、解決問題的能力，並能針對不同語文訊息進行高層次的思考、批判，以整合訊息，做出判斷的能力，更強調情意及態度層面的培養--亦即樂於精進語文能力，持續吸收新知，主動建構自己的知識。此等語文素養之意涵，擴大傳統語文教學對於「語文」的定義及用途。

　　為實踐十二年基本教育課程綱要理念，將素養的核心概念逐步落實於課程當中，本案從「學習語言」、「用語言學習」及「關於語言學習」三方面著手，考量素養導向的語文課程應具備之課程內容、教學設計與學生應具備之能力。另從「功能性素養」及「批判性素養」架構著手，定義語文素養導向教學模組需從語文學習的歷程、語文學習的媒介、語文的情境脈絡、語文學習的態度四個構面著手進行教學模組的規劃。除此之外，為配合十二年國民教育領域課程綱要的發展原則，本教學模組之研發工作力求各階段間的連貫與統整，具備兼顧文體與主題的教材編排方式、策略為本的教學、學習模式以及教材、教法與評量的有效連結三大特色。

　　本計畫之目的乃完成國中、小之教學模組研發與試行工作，自民國103年6月至民國105年12月為止，不僅配合課綱發展進程，成功研發出識讀取向的國小低、中、高年級教學模組與國中階段的教學模組，更開發高中組素養導向教材初稿，為後續計畫案進行準備。本研究案計畫成果如下： 一、正式完成國小低、中、高年級教學模組與教材與審查工作、教學模組評估工具、評量工具，並與三所學校合作，完成國小組教學模組的試行與教學實驗。 二、完成國中組教材與教案，並拍攝教學錄影帶： 三、完成高中組教案初稿。 四、產出兩篇學術性研究供各界參考。 本計畫研究成果可供中央及地方教育行政單位、師資培育單位、教材編製機構與與教學者參考。

　　The project aims to develop competence-based instructional modules and new forms of instructional materials for the subject of Mandarin Chinese. We initiated the project to demonstrate how the competence-based instruction can be implemented in disciplinary pedagogy in elementary as well as middle schools. For the new curriculum standards of 12-Year Basic Education Curricula, the core of competence-based Chinese education is to nurture an active learner, who is able and willing to communicate with other people via multiple communication channels regarding to the diversity of social and cultural contexts. Moreover, an active learner is also willing to use language as a tool to demonstrate critical thinking, reflecting, and decision making in order to achieve his or her goals, to develop his or her s knowledge and potential and to participate in society.

　　To achieve the goal, the project proposed a different approach of language pedagogy in Mandarin Chinese. To starter, we visited previous studies on “literacies” and “competences” in first language education, which were mostly from the official documents of OECD, PISA or PIRLS. We also discovered the discourses of “literacies” in Taiwan. In addition, we visited the language learning theory of M. A. K. Holliday, who suggested that a comprehensive language pedagogy should be composed by three dimensions of language learning: to learn language, to learn through language, and to learn about language. Our findings directed us to a broader view of the term “literacies” than portrayed by traditional language-based approaches.

　　As a result, the project suggested that the competence-based pedagogy in Mandarin Chinese should consider the processes of language learning, which includes the ways that language learners engaging with texts to process inner and outside cognitive activities; the contexts that the language learners to use texts; the medium of the texts; and the right attitude to use texts regarding to variety of social and cultural contexts. We believed that a good language learner of Mandarin Chinese can use Mandarin well to help him or her to solve pragmatic problems of his or her working, civic, and private lives. Moreover, they also perform high-level academic skills and abundant knowledge in learning Mandarin Chinese as a subject.

　　The competence-based instructional modules are characterized as a combination of cognitive-based as well as literature-based instruction. The competence-based instruction modules were basically strategy-centered, which helped the students to acquire essential abilities to learn by themselves. More than that, the instructional modules tried to equip students with the essential knowledge of literature criticism, such as the knowledge the genres and styles of texts, which helped the students to do aesthetic reading in the support of knowledge of Chinese literature.

　　To date, most part of the instructional plans, the articles, and the resources for our instructional modules are completed. First, for elementary school teachers, nine well-developed literacy-based instructional modules are provided as samples of competence-based language pedagogy. Moreover, there was a nation-wide experiment on these instructional modules to evaluate their effect on promoting students’ reading comprehension abilities. For the junior high school teachers, six instructional modules and video-tapes, including three for modern Chinese language and three for ancient Chinese language are provided. Last, for the high-school teachers, we’ve finished the drafts of three instructional modules. Those instructional modules systematically arrange instructional materials based on the reading levels of the texts. Also, the instructional modules demonstrate how to teach learning strategies such as summarizing, questioning, and making connections step by step to the students.