課程統整的模式與實務

Models and Practice of Curriculum Integration

探討課程統整的概念及其相關問題，符合目前國民教育階段九年一貫課程的改革趨勢。本文首先從探討課程統整的歷史背景開始，來說明課程統整受到重視教育學者重視的原因。課程統整的理論模式與課程發展的實務出現了落差，學校發展統整課程並未根據課程統整的理論與模式，各校自行發展自己的統整課程，因而使課程統整的形式展現不同的面貌。本文的基本假定認為必須有高素質的教師，採學校本位的方式，才能實施課程統整。作者特別強調，課程統整本身不是目的，而是滿足學生需求、達成教育目的的手段。本文結論建議加強教師進修措施，提供教師在發展課程的過程中，從事行動研究的機會。如此，教師才能自主地設計課程。

An exploration of the issues surrounding the concept of’ curriculum integration is fundamental to emergent curriculum reform， ‘6-15 Curriculum’， for elementary and junior high schools in Taiwan. This paper aims to clarify the concept of curriculum integration in terms of its historical background in order to reflect upon how curriculum integration is highly valued by educators. The theoretical models of curriculum integration are not comparable with current practice in pre-school， elementary and junior high schools. Schools developed their respective integrated curriculum without taking theoretical models into considerations. All schools will demonstrate the great variety of approaches and different form of curriculum integration. The basic assumption of this paper’s argument is that the development of integrated curriculum should be school-based and backed up by well-trained， professional teachers. The author has to caution that curriculum integration is not an end in itself but a means for accomplishing basic educational needs. Therefore， the conclusion recommends INSET programs for teachers and encourages opportunities of action research during the process of developing an integrated curriculum. In the context of our schooling， teachers should be empowered to undertake the arduous work of curriculum design.