隨著108課綱的發展及對於「核心素養」的重視，設計「素養導向」的課程對教師而言變得十分重要，然而研究者在師培生的學習過程中由於對總綱與各科領綱的表面理解，導致在設計「素養導向」的課程感到困難重重，甚至一度認為課程的最後都要有一個大任務來評定學生的學習成果。然而在學習UbD及利用A-M-T目標分類分析總綱、課綱後我才了解建立基礎知識的重要性，特別是在小學階段。若沒有堅實的基礎知識打底，便沒有後來的意義學習及學習遷移。
這個採用自我敘說的質性研究有兩個目的，一是重構與重塑我對於素養導向課程的知識與觀點；二是探索我在學習A-M-T目標分類的過程中，它對我身為一個教師所造成的轉變。分析之後有兩個發現：一、小學階段的A-M-T目標分類大多以A、m為主，顯示了於此階段建構基礎知識的重要性；二、雖然小學階段的目標分類大多以A、m為主，但從後續的學習階段看來，M到T的目標分類也逐漸增多，顯示了在建構基礎知識後，希望學生能自主建構、應用知識的目的。

After the release of 108 Curriculum and the emphasis on core competencies, Ministry of Education have encouraged teachers to design competency-based courses. However, my superficial understanding regarding Curriculum Guidelines and General Guidelines left me unsure about how to create a proper lesson plan. Through studying UbD and the A-M-T goal type, I came to realize the importance of establishing a solid foundation, particularly in elementary school settings. Without solid foundation, meaningful learning and learning transfer will not occur.
This qualitative, self-narrative study has two main objectives: (a) to see how the application of A-M-T goal type reconstruct, reshape my abilities and perceptions on making competency-oriented courses, and (b) to see how the application of A-M-T goal type shape my identity as a qualified competency-based curriculum designer.
After analyzing Learning Focus from Curriculum Guidelines, there are some findings: 1) The majority goal type of A-M-T in the level of elementary school are between ‘A’ and ‘m’, and it shows up the importance for establishing the solid foundation. Without solid foundation, students cannot construct the knowledge or reach the learning transfer on their own. 2) After teachers ensure students have solid foundation, then they can deepen students learning level in order to help them construct knowledge deeply.

ACKNOWLEDGEMENT i
CHINESE ABSTRACT ii
ENGLISH ABSTRACT iii
TABLE OF CONTENT iv
LIST OF TABLES vii
LIST OF FIGURES ix
CHAPTER ONE: INTRODUCTION 1
1.1 Research Background and Motivation 1
1.2 Purpose of the Study 4
1.3 Research Questions 6
1.4 Significance and Limitation of the Study 6
1.5 Definition of the Terms 7
1.6 Summary 10
CHAPTER TWO: LITERATURE REVIEW 11
2.1. Core Competencies and Competency-based Curricula 11
2.1.1. Core competencies in general 11
2.1.2. Core competencies in 108 Curriculum 14
2.1.3. Competency-based course in Taiwan 16
2.2. Understanding by Design 20
2.3. The Goal Type of A-M-T 22
2.3.1. Acquisition 23
2.3.2. Meaning 24
2.3.3. Transfer 27
2.4. Summary 33
CHAPTER THREE: METHODOLOGY 34
3.1. Research Method 34
3.2. Research Procedure 36
3.3. Research Materials 38
3.3.1 General Guidelines 39
3.3.2 Curriculum Guidelines 39
3.3.3 The Goal type of A-M-T 41
3.4. Research Tool 43
3.4.1 The revised goal type of A-M-T continuum 45
3.4.2 The criteria of the goal type of A-M-T 51
3.5. Data Collection 54
3.6. Data Analysis 56
3.7. Reliability and Validity 56
3.8. Summary 58
CHAPTER FOUR: DISCUSSION 60
4.1 On the Surface: a 61
4.2 Growing up: A-m 64
4.2.1. Contradictions on making lesson plan 64
4.2.2. Starting from ‘Essential Questions’ 70
4.2.3. My practice on UbD: Teaching materials 74
4.2.4. Misconceptions 82
4.2.4.1 Essential Questions 82
4.2.4.2 Assessment 85
4.2.5. UbD Lesson Plan Competition 88
4.2.6. Goal type of A-M-T and Curriculum Guidelines 96
4.2.7. Analyze English Guidelines 101
4.3 Deepening: m-M 103
4.3.1 Learning other subjects 104
4.3.2 Revise and review the goal type of A-M-T 106
4.4 Exploring: M-t 107
4.4.1 General Analysis 107
4.4.2 The First Learning Stage 109
4.4.3 The Second Learning Stage 110
4.4.4 The Third Learning Stage 112
4.4.5 Conclusion 113
4.5 Enlightenment: T 114
4.5.1. Applying A-M-T goal type to examine learning activities and objectives 114
4.5.2. Understand items for General and Curriculum Guidelines 116
4.5.3. Working on solid foundation but make it deeper 118
4.6 Summary 119
CHAPTER FIVE: CONCLUSION 121
5.1. Concluding Remarks 121
5.2. Limitations of the Study 123
5.3. Implications 124
5.4. Suggestions and Future Research 125
5.5. Summary 126
REFERENCES 128
APPENDICIES 155
APPENDIX 1: One of the lesson plans formulated in grade school 155
APPENDIX 2: The lesson plan for Curriculum Design 158
APPENDIX 3 : Raw Data of analysis of A-M-T goal type 161
APPENDIX 4 : The lesson plan for lesson plan competition 206

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