本研究之目的在探討以學習者中心CORE模式發展綜合活動領域課程之可行性。本研究採課程行動研究，以某偏鄉國小高年級16名學生為對象，於四個月內進行16節課之教學。透過教學設計、教學記錄、教學省思與學童學習記錄……等資料之分析發現：該課程以「閱讀國際新聞作為共同經驗，與學童產生連結（C）」，以「任務設定作為鷹架，協助學童組織建構自己與世界的關聯（O）」，「透過內隱知識與外顯知識的轉換，引導學童進行反思（R）」，「透過角色模擬，使學童延伸應用學到的知識與建立的觀點（E）」；學童在「建立全球意識」、「閱讀國際新聞」及「個人學習策略」上均有學習成效；此外，研究者透過重覆操作並藉由理論修正課程、設定評量標分析學習成效等方式，改進綜合活動領域教學。文末對綜合活動領域課程教學及未來研究提出相關建議。

The purpose of this study is to develop a curriculum for integrated activities following the CORE model of the Learner-centered teaching. The study adopted a Curriculum Action Research. 16 students of a senior class in an elementary school were taught in 16 lessons for four months. Through the analysis of teaching design, teaching records, instructional reflection and student learning records, the study reported a successful CORE model: The curriculum first addressed the connection between the students and the world by international news reading as the common experience (C). It set up a scaffolding task in order to help students organize and build up the link between them to the world (O). Through the teaching procedure transferring tacit knowledge and explicit knowledge, the curriculum guided students to reflect (R). By doing role play, students applied what they had learned and constructed their own perspectives (E). In short, in “The Small Village Global Village Curriculum Project” students raised global awareness, read and understood international news and advanced their personal learning strategies. Based on the Learner-Centered model, the researcher improved the teaching of integrated activities through the consistent revision of activity design, and the modification of standard evaluation. In the conclusion, suggestions about the curriculum of integrated activities and further studies are provided.