統整教學旨在增進學生了解自己及其世界，並培養其善用知識與解決問題的能力。本研究之主題統整教學是以一個主題為中心，主要的概念學習在分科教學中進行，然後透過「統整活動」、「學習單」、「學習成長檔」的設計，把不同學科的教材或知識整合起來成為大單元的教學型態。以臺北市某國小二年級三個班級為對象，從學生（N=99）與家長（N=90）對統整活動與學習單的評價、學生對學習成長檔的評價，以及教師、家長與學生對學習表現的評價等向度，探討主題統整教學的實施效果。結果發現： 1. 在統整活動的評價方面： 學生比較喜好的統整活動為具有娛樂性和共同參與性，以及可以自己動手操作的活動；家長認為統整活動的優點是教學方式多元活潑可提升學習興趣、增進學習效果、以及親子共同參與學習。 2. 在學習單的評價方面： 學生認為學習單的題目深入有變化、可以和別人互動；不過，內容較困難、有時需要別人協助；有71%的家長表示喜歡教師所設計的學習單，其優點是內容符合學生生活經驗、提供學生獨立思考、提昇學習的效果；而家長在協助的過程中，不僅可以了解學生的學習狀況、增進親子的互動溝通，同時可以促進父母的自我充實。 3. 在學習成長檔的評價方面： 成長檔收集了學生的學習成果，整理時並不容易，也相當費時，但從整理的歷程中，學生感受到自己的成長與進步，並體會要珍惜自己的作品。 4. 在學習表現的評價方面： 在學生自評方面，學生自己覺得在寫作、數學、關心別人、與人合作、獨立、欣賞能力等向度上有進步。家長與教師則認為有50%以上的學生在語文寫作、數學解題、自然觀察、以及遵守紀律等向度上有進步。此外，與未接受主題統整教學的學生相較，學生在數學與國語科的紙筆測驗成績上沒有差異。顯示主題統整教學的實施對國語數學的成績並無負面的影響。 根據上述研究結果，研究者認為「主題統整教學」具有相當多正面的效果，適合在國小低年級實施。但是，有關統整教學對學生的概念發展，以及對不同背景學生的學習效果，仍有待更多的實證研究加以證實。

This study explores the effects of thematic integrated teaching among the second grade students from three classes in an elementary school of Taipei. The study was carried out throughout a whole semester in 1998. Some significant results have been reported by participating students and parents in the following four aspects. (a) On the assessments of integrated activity designs: Most students tend to favor the designs with the nature of entertrainment, group participation and the need of maunal operate. These teaching designs are likened mostly because they are very fun and interesting, giving the opportunity to learn, to share, to care, and to cooperate. The parents considered the integrated activity positively because in addition to significantly improving the children's learning interest and learning effect, it also provided a situation for them to learn and grow with children. (b) On the assessments of integrated homework assignments: Most students felt that the integrated homework assignments covered a wide variety of contents and multi-facets such that they have to interact with other students in order to complete the works. About 71% of the parents reported that they rated the integrated homework assignments positively because they felt these assignments have very close connections with the students' living experiences, benefited to students' ability of independent thinking, enhanced the learning effects. By participating in these activities, the parents reported a better understanding of their children's learning problems, significant increments in interaction and communication with their children. Meanwhile, it enforced the parents to fulfill. (c) On the assessments of learning portfolios: The portfolio requires the students to collate their learning products throughout the entire learning period. By finishing this assignment the students have apparently recognized their growth and progress of learning and considered their works preciously. However, this is hard and time-consuming such that it is recommended to give the assignment in the very begging of the semester. (d) On the assessments of learning effects: Most students felt improvements in writing and mathematics, cared more about others, more cooperative with others, more independent, and more appreciative of other fellow students. Parents and teachers felt more than 50% of the students have improvements in writing, problem solving, observing, and become more disciplined. While the thematic integrated teaching designs have enabled the students a better development of cognition and affection, it has to whatsoever negative impact on students' performance in Mandarin and mathematics. These findings testified to the positive sides of thematic integrated teaching and make the authors more confident to advocate for applying it to the beginning levels of students in the elementary schools. Yet, future studies are recommended to investigate its effects among all other levels of students. In addition, it is suggested to focus on how the thematic integrated teaching may benefit to students' concept development.