本文旨在重建國小國語文學習領域課程統整之分類架構，主要運用文件分析及概念分析兩種方法，結果發現其類型可以歸納為以下四種：領域內內容統整、跨領域內容統整、領域內能力統整、跨領域能力統整。此外，筆者亦設計出一種雷達圖，作為類型分析的研究工具，並提出實際的國小教學案例，藉以說明各種統整類型之間的差異，希望能夠有助於十二年國教的推動。

The study aims to construct a new conceptual framework of “curriculum integration” in order to clear up this idea in Taiwan. Therefore, two methods are employed in this research: document analysis and concept analysis. The scope of the study is limited in the learning area of Chinese language in elementary schools, so the result may not apply to other areas. The conclusions of this study are summarized as the following: First, deciding the way of curriculum integration in the learning area of Chinese language involves two main issues. One is “within” or “beyond” the area, and the other is the integration of “content” or “ability”. Hence, there are four types of integration are suggested: content/within the area, content/beyond the area, ability/within the area, ability/beyond the area. Consequently, this new classification system can be used by curriculum designers to decide the integration type according to their own goals, and by educational researchers to evaluate and compare the advantages and disadvantages of various programs.

課程統整、國語文、類型分析、十二年國民基本教育

curriculum integration, Chinese language, type analysis, 12-year Basic Education