教學研究具有永不休止與多元的特性，吸引研究者的關注與投入，特別是來自於教學現場的觀察報導與教師研究者的行動探究，使得教學質性研究累積了豐碩的研究成果。「質性研究綜合」是一種將一手質性研究所獲得的成果，經由嚴謹的整理、統整與總結，以累積研究證據的方法，能夠回應對於教學質性研究成果可對於教育實務及學理能夠有何種貢獻的關切。目前臺灣對於教學質性研究發現進行有系統的整合尚在起步階段，因此，本文聚焦在質性研究綜合的名稱、意義、發展、爭議、類型與研究設計等議題之探討，期能增進讀者對於質性綜合研究的認識，進而構思在教學研究上的應用。

Research on teaching has played an important role in the development of education and been regarded as historically situated social practice so it is complex and sprawling. The rise in the number of research studies of teaching, especially those qualitative- oriented, results in the need of knowledge aggregation. Qualitative research synthesis which seeks to synthesize individual qualitative fi ndings that relate to a specifi c topic in order to arrive at the new or enhanced understanding about the phenomenon under study may be the answer. The purpose of this paper is to discuss the terms used in and the definitions, development, approaches, and research design of qualitative research synthesis in order to increase its use among researchers in the fi ld of teaching.