十二年國教課綱自108學年度由各教育階段一年級逐年實施；十二年國教課綱以素養導向、連貫統整、彈性活力、多元適性、配套整合為特色，強調學校本位課程發展，依據學校特色、資源條件與學生需求，整體規劃與實施部定與校訂課程；其中，校訂課程從九年一貫彈性學習時間到十二年國教課綱之彈性學習課程，並訂有四類課程之規範。研究目的包含(1)國小課綱實踐的取徑與問題，(2)理解國小課綱實踐的城鄉差異，(3)設計與實作增能培力方案，回應國小課綱實踐需求，(4)提出國小課綱實踐政策與未來課綱研修之建議。
　　本研究採取設計為本研究法，研究歷程運用文件分析、訪談、專家諮詢、參與觀察等資料蒐集方法，研究期程包含探究取徑與釐清問題、設計增能培力方案、導入方案、評估與調整等階段。最後，本研究之成果可作為國小課綱實施與課程推動之參考，並提供未來課綱研修之建議。
 

　　The Curriculum Guidelines of 12-Year Basic Education has been implemented progressively starting from the first grade of each educational stage since 2019 academic year. The Curriculum Guidelines of 12-Year Basic Education feature Competency-Driven, 　　Continuity and Integration, Flexible and Lively, Diverse and Adaptive, Integrating Supportive Measures, emphasize the development of school-based curriculum and implement MOE-mandated and school-developed curriculum according to the characteristics of the school, resource conditions, student needs and the overall planning. 
　　From alternative learning period of Grade 1-9 Curriculum to alternative curriculum of 12-Year Basic Education in the school-developed curriculum, the specification of four types of curriculum has been established. The research objectives include: (1) the approach and problems of the practice of curriculum guidelines in elementary school, (2) analyzing the urban-rural differences in the practice of curriculum guidelines in elementary school, (3) the empowerment program of design and implementation which respond to the practical needs of curriculum guidelines in elementary school, (4) proposing suggestions for the implementation policies of curriculum guidelines in elementary school and the future curriculum.