108課綱彈性學習課程規劃面實踐情形之研究：以統整課程為例

本研究採內容分析法，研究六都（臺北市、新北市、桃園市、臺中市、臺南市及高雄市）12班以下的小校，從課程計畫中分析統整課程規劃與實踐情形。研究發現：各縣市課程計畫表格不一，跨領域學習以文史踏查、英語會話或繪本居多、資訊科技教育少有跨領域學習；部分學校英語、數學包裝在彈性課程中無統整課程之實。此外，課程內容統整性不足、課程規劃評量採多元評量，普遍缺乏統整性學習任務。建議能改善課程計畫表格、調查國英數需求節數，做為修訂課綱參考；同時能深化教師素養導向之統整課程規劃實踐能力，以促進核心素養精神的全人發展。

This study uses content analysis to examine the planning and implementation of integrated curriculum in small schools（fewer than 12 classes）across six major cities. Findings indicate that curriculum plan templates vary across cities. Cross-curricular learning is observed mainly in cultural and historical research, English conversation, or picture books, while information technology education rarely integrates disciplines. Some schools package English and Mathematics within alternative curriculum without true integration. Additionally, curriculum content lacks coherence, and assessments adopt multiple methods, yet integrated learning tasks remain insufficient. It is recommended to standardize curriculum templates, assess the required hours for Chinese, English, and Mathematics, and enhance teachers’competency-based curriculum planning skills to support core competency development.