十二年國民基本教育已經上路，其對臺灣的生命教育推動有正面的影響。筆者以文獻探討與內容分析法探討此議題，提出十二年國民基本教育實施後有利生命教育推動的三個條件：一、師生共學互學，共啟生命智慧；二、學生適性學習，生命適性發展；三、校校皆優質，人人皆獨特。生命教育與師資培育的品質，關鍵因素在教師，要於十二年國民基本教育中落實生命教育，教師必須具備有效教學及活化教學的能力，將生命教育以議題融入於授課課程，同時也要具備能夠以專長分工合作並進行統整教學之素養。
目前師資培育所面臨的現實困境，由於師培課程受教育部規範，可開設生命教育相關課程的空間相對緊縮，導致師資生因課程修習機會太少，且欠缺系統化的訓練，而顯得生命教育素養不足。期許未來可以透過課程的調整，強化師資生的議題融入教學與統整教學能力，並加強師資生服務與關懷經驗的教學能力。綜言之，生命教育的師資養成雖面臨挑戰，但仍值得努力與期待。

Recently, 12 year basic education has been implemented in Taiwan for one year and we expect this educational reform will bring positive influence to life education. There are three benefi cial conditions in terms of life education. First, teachers and students could learn together to explore wisdom of life; Second, students could have adaptive learning and multiple development; Third, each school should be excellent in quality and each student could develop his/her unique characteristics.
With the mission statement of 12 year basic education, teachers shall perform effective teaching and adjust their teaching constantly, and they are expected to infuse the topic of life education into their curriculum. In addition, they should be able to cooperate with their colleagues to perform the integrated teaching, in order to carry out life education successfully.
Regarding life education, there are several challenges for teacher educators. Under severe control of teacher education from Ministry of Education, not many life education courses could be offered. Students have less opportunity to be familiar with topics in life education. Therefore, student teachers might lack of relative literacy for them to teach life education in the future. We hope that through the curriculum re-design to enhance the ability of infusing and integrating life teaching for future teachers, and to empower them with more service-learning and caring experiences as well. In sum, life education teacher training is a tough work but worth the effort.