從聯合國、經濟合作發展組織均不斷在探究該如何提供給下一代適合的教育，以面對未來多變、多元的環境；而在臺灣，也回應國際趨勢，透過十二年國教新課綱的推動，從能力到素養改變，也希冀透過此讓學子具有國際思維，在地實踐；臺灣少子女化課題，雖是社會課題，同樣是教育課題，而借鏡日本地方創生概念與核心價值，希冀可以解決此課題，但這牽涉到多元面向，無論是少子女化課題、環境課題，這都與學校教育息息相關，而十二年國教核心素養，關鍵便是生活情境，而在地課題，便是真實的生活情境，根本的核心價值便是地方感；基於上述，本文試圖探究與生活情境直接相關的地方本位教育，以及面對地方課題的地方創生與最核心地方感之間的關係。 The United Nations and Organization for Economic Cooperation and Development have been discussed how to provide the next generation with the most appropriate education to face the changeable and diverse environment in the future. In response to the international trend, Taiwan also promotes the new curriculum guidelines of the Twelve-Year Basic Education. The change from competence to literacy is expected to make the student have the international thinking and put it into practice locally. The issue of low birth rate in Taiwan is not only a social issue but also an educational issue. By learning from the concept of placemaking and core value of Japan, it is expected to solve the problem. However, this involves the multiple dimensions. Whether the low birth rate or environmental issue, it is closely related to school education. The literacy of the Twelve-Year Basic Education is developed in life situations. The local issues are the most realistic life situations. The most basic core value is the sense of place. Based on the above, this paper attempts to discuss the relationship between place-based education, which is directly connected to life situations, placemaking, which faces the local issues, and the most core sense of place.
