本研究採行動研究方式，透過參與教師成長團，以「行動、觀察、反省、修正」及團體合作方式研發教材及實驗教學。蒐集資料以文件蒐集、省思札記、教室觀察、訪談及學習單為主。本研究的重要發現如下。 1.主題統整教學的模式很多，在統整學科方面大部分採用單一學科、跨學科。統整方法方面以主題、學科統合最多，其中以主題模式最常被採用。 2.「葉子的一生」教材透過多位教師長期研發並經教學，從訪談學生、問卷、學生的學習單中可以顯示，學生喜歡有操作過程的活動。 3.本研究「葉子的一生」主題式教學，從擴散思考與配合目前課程及九年一貫課程綱要設計教學活動，活動以生動活潑的操作、遊戲的方式進行。 4.主題統整的教學是要一群教師組合，透過專業的對話、同儕合作協同研究的方式，促進教師專業成長。

　　　　　 Employing action research in this research, through participation and teachers' growth groups, with "action, observation, reflection, amendment", and group cooperation to research and develop teaching materials and to teach concerning information collections, the research focuses on documents, reflective logs, classroom observations, interviews, and worksheets. Major discoveries are as follows: 1.In thematic curriculums, there are many patterns. In integrated curriculums, we normally use a single subject and transdisciplinary manner of teaching. Concerning the integrated method, we normally integrate themes and disciplines, among which the thematic pattern is frequently used. 2.The Life of L eaves is a work researched and developed by many teachers over a long-term basis, through teaching, interviews, questionnaires, worksheets, etc. From the students' response, it indicated that they prefer activities with operation opportunities. 3.The project "The Life of Leaves" thematic curriculum is conducted through dispersed thinking, coordination with present curriculum and 9-Year Overall Curriculum guidelines to design teaching activities, which focus on lively operation, games. 4.Thematic integrated curriculum promotes teachers' growth through teacher cooperation, professional dialogue, peer cooperative research.