本研究旨在探討教育部九年一貫課程修正97課綱綜合活動領域之教材教法應用在大學師培生之成效為何。研究對象為13位暑修大學部師培生，共進行八週教學，教學方案係根據綜合活動領域的12項核心素養設計。教學後經過質與量的檢核，以了解學生學習的成果。結果發現，八個課程達到中高相關，其中課程三與課程八達到r = 1（p < .01）的完全正相關，表示參與者在教材教法演練與探索體驗的活動中，表現情形一致。課程六與課程二也達到r = .84（p < .01）的高度正相關，表示參與者對於活動解讀與轉化課程表現情形愈好，其在資源應用與人際互動課程的表現情形會愈積極。在「教學回饋與評量」中得到4.26之評比，顯示本計畫對教師之教學有顯著效果，研究對象對綜合活動教材教法之施行有正向回饋，值得再深化發展。最後，本研究對教育當局、教師及學生學習、未來規劃提出具體建議。

This research aims to discuss the effectiveness of the design of the Grade 1-9 Curriculum Guidelines in the application of undergraduate teacher trainees. The goal of this study was to examine 12 core literacy in designing curricula and teaching practice in Integrated Activities Learning Area. 13 undergraduate teacher trainees are randomly selected for this research in an 8 weeks summer course, by both quantitative and qualitative research methods. The research reveals that the observation was expected to provide further comprehension on student’s learning achievements, and to discover effective teaching materials and potential courses. In order to improve the learning quality by using multi-teaching methods, the research could bring positive feedback to learning ambience and allow interaction for both teachers and students. The implications of the findings for government, teachers, and students for the improvement learning are discussed.