本研究旨在探討我國「課程統整」理念之歷史發展與研究現況，研究方法以文件分析為主，次數及百分比的統計分析為輔。研究資料有兩類：一是教育部歷次修訂之國民中小學課程標準／綱要；二是以「課程統整」為關鍵詞或論文名稱之相關研究，總計有409篇文獻。研究結果發現：第一，就課程史角度言，1928～1947年著重「科目」整併，1948～1967年著重「生活經驗」的統整，1968～1992年著重「教」與「學」的統整，1993～1999年著重「學生」為中心的統整2000～2014年著重「能力」的統整；2014～2017年著重「核心素養」的統整。第二，就課程研究角度言，國內實徵研究203篇所採用的課程統整理念：知識統整有108篇，其中68%為領域內跨學科統整，32%為跨領域統整；經驗統整有25篇，其中26%為領域結合生活經驗，24%為主題切入生活實踐，24%為結合學校本位課程，26%為其他無法歸類者；能力統整有39篇，其中59%為學科能力的統整，41%為共通能力的統整。最後，針對教材、教師、學生及環境四個向度，討論影響課程統整實施的相關因素。

The aim of this thesis is to analyze the historical development and the research outcome of the idea of curriculum integration in Taiwan. There are two types of research data: First type we extract is revised curriculum standard/guideline from the 17th year to the 106th year of the Republic Era (1928-2017), which Ministry of Education revised in that period of time. Second type is related researches, whose keyword or thesis subject contains “curriculum integration”, including periodicals and thesis in censorship, a total of 409 articles. The results show that: First, in the perspective of curriculum history, 1928-1947 years of the Republic of China focused on the “subject” integration, and the 1948-1967 years of the Republic of China focused on the integration of “life experience”, the Republic of China’s 1968- 1992-year emphasis on “teaching” and “learning” integration, the Republic of 1993-1999 years focused on “students” as the center of the integration, the Republic of China focused on the integration of “ability” in the past 2000- 2014 years, and the integration of “core competencies” in the past 2014- 2017 years. Second, on the perspective of Curriculum research, the thesis adopts the concept of curriculum integration in 203 domestic studies: There are 108 knowledge integration studies, 68% for interdisciplinary integration in the field, 32% for the cross domain integration; There are 25 empirical integration studies, 26% for the field combined with life experience, 24% for the theme infused into life practice, 24% for the combination of the school-standard curriculum, 26% for the others unable to categorize; There are 39 studies of integrative capacity, 59% for the integration of disciplinary capacity, 41% for the common ability of the integration. Finally, according to four dimensions, such as teaching materials, teachers, students and environment, this paper discusses the related factors that affect the implementation of curriculum integration.