21世紀能力發展之理念與規劃

The Ideas and Planning of 21st Century Competences Development

面對由物聯網、數位化工廠、雲端服務、通訊等技術緊密結合所形成「智慧製造」之工業4.0趨勢，每個人都將花費更多時間在社交及情緒技能、創造力、高階認知等能力，因為具備這些21世紀能力，也才能不斷更新、升級及精深技能，進而達到國家終身學習目的，本文爰就該項政策予以探討。另為聚焦及明確凸顯問題分析重點，本研究藉由文獻分析及文件分析法進行探討，首先釐清素養之意涵，繼之探討不同國家及地區發展當代社會生活所需之21世紀能力政策發展脈絡及內涵，又因臺灣規劃實施基本教育課程綱要與芬蘭有若干相近之處，爰探討芬蘭核心課程之21世紀能力規劃；最後則是統整分析提出臺灣核心素養內涵探討及反思，作為臺灣推動相關政策參考。

In response to the industry 4.0 trend of“smart manufacturing”, formed by the close integration of technologies such as the Internet of Things, digitalized factories, cloud services, and communications. Every-one will spend more time on social and emotional skills, creativity, high-er-level cognitive skills, and so on. Because of these 21st century compe-tences, everyone must constantly update, upgrade and deepen their skills to achieve the goal of national lifelong learning. This study discusses this policy. In addition, in order to focus and clearly highlight the key points of problem analysis, this study uses literature analysis and the method of document analysis to investigate. First of all, clarify the meaning of literacy, then explore the 21st century competences policy development context and connotation of the development of contemporary social life in different countries and regions, also because the directions for cur-riculum guidelines of 12-year basic education is similar to Finland, that we explore its core curriculum of the 21st century competences. Finally, the integration analysis puts forward the discussion and reflection of Tai-wan's core competences connotation, as Taiwan's promotion of relevant policy reference.