本研究以敘事方式探討國小高年級自助旅行中統整課程之發展及執行經驗。研究者先對十一次自助旅行課程深度反思，以五則課程行動故事進行厚實描述，再對其中統整課程發展因素與模式進行分析。透過分析，研究者發現教師專業與信念、學生學習狀況與需求、校內協同文化、行政與家長支持、校外支持與資源及總體課程需求為推動自助旅行統整課程之條件，亦發現旅行中採取多學科張網式、Jacobs科際整合、Drake故事模式與超學科等不同方式進行統整。研究者透過多次旅行課程，有著「視統整課程為驗證與運用，與領域課程相互支持」、「不同統整模式下，師生有不同的課程發展任務，各有優勢與難處」、「教學者身份關注統整課程模式，研究者身份關注統整課程哲學」等學習，也找到提供孩子適當的犯錯機會、加強學生對統整能力的覺察、讓學生參與評量規準的訂定等深化課程的做法。透過此次探究，研究者對於自身學習統整課程之歷程有所認識，也對統整課程有更深入的了解，亦期待透過此課程探究經驗之分享，觸動現場教師透過敘說覺醒課程理論之相關研究。

This study aims to investigate the curriculum development and the process of execution of a senior class’s self-guided travel project. The study started with the reflection of the previous 11 experiences of conducting this travel project before focusing on the thick description of curriculum integration development factors and models of five major action stories. Through the data analysis, the researcher identified major themes of promoting factors, including teacher beliefs, class atmosphere, coordination culture, administration, parent support, outside resources and the overall curriculum needs. In the meantime, the webbed multidisciplinary curriculum is adopted during the process of travelling, along with Jacobs’ interdisciplinary, Drake’s story model and transdisciplinary. Results illustrated that three major themes emerged from the data analysis of multiple travel projects. First, the researcher has learned to view curriculum integration as both verification and application to support the subjects. Secondly, in different models of curriculum integration, teachers and students played different roles and faced different challenges throughout the process. Lastly, the dual role as the teacher-researcher allows the integration of theory and practices, that is, the teacher role focuses on the curriculum integration model, whereas the researcher role digs deeper into the underlying philosophy of curriculum integration. Regarding students’ learning, students were provided with various opportunities to explore and make mistakes, as they became more aware of their own integrating ability. They were also involved in making the rubrics for assessment, as a means to deepen the planned curriculum. During this exploration, the researcher gains a deeper understanding of the planning and practices of integrated curriculum. The findings from this study could inspire researchers and practitioners with the same interests in narrative inquiry and curriculum integration to continue further exploration.