十二年國民基本教育課程綱要總綱，關注於培養學生具備三面九項核心素養的終身學習者。近年來，臺灣的教育研究者對於「素養」的概念表現出愈來越高的研究興趣。然而，卻較少系統性地探討素養導向教育的學校實踐面向。本計畫的研究目的是想進一步了解跨領域素養導向的課程與教學，在二所不同情境條件國中的實踐情形。本研究採用多元資料法，結合文件分析法、參與觀察法、深度訪談法及焦點團體法等方法以收集資料。本研究透過三角檢證法檢定問題，以提升研究結果的效度。本研究計畫預期的主要貢獻為:(一)了解從正式課程轉化為知覺課程、運作課程與經驗課程之間的落差，以作為教育當局擬定各種策略或未來修改課綱的參考。(二)了解跨領域素養導向的課程與教學在不同情境條件國中的發展途徑、模式或困難之處，藉以尋求適當的解決方法。

　　The General guidelines of the 12-year curriculum centers on the student as a lifelong learner who develops “core competencies” of three categories and nine items. Recently, educational researchers have shown an increased research interest in the concept of “competencies” in Taiwan. However, little research has systematically focused on the practice for competency-based education at school. The purpose of this research project is to gain a better understanding of the practice of the transversal competency -based curriculum and instruction at two junior high schools in the same educational stages. The study followed a multi-data approach that combined documentary research, participant observation, in-depth interviewing and focus group as its data sets. The study allowed testing of the questions via triangulation to validate the results. The predict contribution for this research project are: (1) Understanding the gaps for curriculum transformation from official curriculum to perceptive curriculum, operational curriculum and experiential curriculum, the researcher will propose the solutions properly for the educational department or the next curriculum guidelines research and development. (2)Understanding the develop approach, modes and difficulties of the transversal competency -based curriculum and instruction at the different type of junior high schools, the researcher will propose the solutions properly.