課程轉化向來是課程研究的重要議題，而課程願景與理念需要各層級課程決定者之轉化與實踐，故2014年11月28日教育部頒定《十二年國民基本教育課程綱要總綱》，預計自2018學年度起依據不同教育階段逐年實施。本文旨在從美感向度探究課程轉化的意涵與實踐的取徑。首先，透過分析十二年國教總綱研修歷程之研究文獻，理解課程轉化與實踐的難題，包括課程發展的組織與領導、教師專業發展、家長參與及資源整合等層面。再者，從存在的美感向度分析課程轉化與實踐須能超越規範與控制的「傳話／聽話」的關係，轉向「對話／傾聽」的美感覺醒。最後，本文指出以引導、分享與支持的原則，喚醒美感意識，創造課程公共空間，參與對話與學習傾聽，使人人盡展所長並能相互成就以臻共好，如此才能突破課程轉化與實踐之困境。

Curriculum transformation has been one of important issues in curriculum domain. Curriculum Guidelines in National Twelve-Year Basic Education propagated by MOE from and on November 28, 2014 will be implemented for different educational stages since 2018 academic year. Thecurriculum vision and aims transformed need those curriculum decision-makers to understand and put them into practice. The purpose of this paper aims to inquiry the implication of curriculum transformation and its processes of practice from the aesthetic approach. At the beginning, I analyze the related references to realize the dilemma over the transformation and practice; that is, over the curriculum development organization and leadership for school administrators and teachers, over teachers’ professional development, over the degrees of parents’ participation and resources integration. Furthermore, I analyze the aesthetic tendency for human existence and the implication of their transform and practice from the relation ofconvey-obey to that ofdialog-listen, in which the former is about prescription and control, whereas the latter turns to aesthetics awake. Finally, in order to resolve the pending issues of curriculum transformation and practice, I, under the principle of guidance, share and support, propose tolive with questions for awaken to aesthetic consciousness, to create a public space for dialog, and to support reciprocally for mutual goodness.