| Summary: | 碩士 === 國立新竹教育大學 === 人資處課程與教學碩士班 === 98 === The purpose of this research is to explore the difference of students’ learning style after the implementation of Chinese curriculum integration. The research will use a literature review to be the basis of the study in order to comprehend the ideas, models, and related theory of curriculum integration. I will take advantage of the action research -- researcher’s own action, research, and self-examination—to participate in the observation and interview personally. I will also discuss the perceptions and attitudes towards the ideas of curriculum integration, design models of curriculum integration, implemention of curriculum integration, the difficulties of curriculum integration and the countermeasures.
Later on, I will bring out conclusions and suggestions for the reference of those researches who are planning to implement curriculum integration.
The research results are listed as below.
1. Chinese unit curriculum integration is feasible. We can develop the model of Curriculum integration design through the process of the action research.
2. The implementation of Chinese unit curriculum integration could decrease teaching hours. However, it is better to keep flexibility and take complementary measures.
3. Curriculum integration implementation is based on words, rhetorical expressions and composition, writing, and reading integration.
4. With the implementation of Curriculum integration, students will make progress in listening, speaking, reading, and writing.
5. Students motivation to learn Chinese language and literature learning can be promoted by Integrated curriculum.
6. Curriculum integration and Multiple Assessment help students to develop language ability and gain self-confidence.
7. By implementing Integrated curriculum, teachers can improve their professional knowledge and ability
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