故事是敘事探究的核心，在本文中係將敘事當作一種研究內容來處理。若將敘事探究運用於課程教學，處理敘事的方式可以是，我們選取一個故事或說一個故事，並把這個故事當作是課堂學習的主要課程內容、教學探索的主要來源，這種方式就是本文敘事課程建構的取徑方向。研究者採取協同行動研究，以二年級學生為對象，試著以Lauritzen和Jaeger二位學者的敘事課程建構模式為架構，建構一個生活領域敘事課程實例，並加以實施。研究者以<<快樂的小青蛙>>故事為脈絡，建構出八個教學活動。研究結果發現這種課程對於師生都有正面意義，而且充份展現一種課程統整的性質。

The center of narrative inquiries is story that has essential content which can be treated as a research. A story, which can be used in the class, is one that can be developed from the functions of education, epistemology and transformation. We choose a story or tell a story in the classroom and the story is used as the main course of learning, and the main orientation of teaching inquiry. In this way we constructed and proceeded the life curriculum. This research, adopting collaborative pedagogy with grade 2 students, is implemented according to the framework of Lauritzen & Jaeger who used narrative teaching as a model in the curriculum. The story of “The happy little frog” is then developed and eight teaching activities are constructed. The results of the study confirm the positive effects of the narrative instruction upon students and teachers, and show the nature of curriculum integration.

生活領域;敘事探究;敘事課程;課程統整

life curriculum; narrative inquiries; narrative curriculum; curriculum integration