本文跳動至系統典範觀點探究與辯證「統整課程及其系統分形模式」，旨在為人類對統整課程的「認識」多尋找一條出路；多一條出路就多一個選擇，人類可以在不同時機、從不同的選擇中決定自己應該怎樣地參與課程系統的演化、或可以怎樣地讓課程系統參與自己的演化。本文有七部分：（1）歸納系統典範主要思維；（2）分析從「實物、人類為中心」與「系統、存有自己為中心」等觀點出發所產生的認識；（3）以系統思維、信息論觀點再次認識「課程」、「統整課程」與「課程發展」等存有；（4）建構並說明「統整課程之課程發展模式」；（5）用分形理論辯證統整課程的分形特質、及其課程發展「系統分形模式」的還原與形成；（6）討論人類應用系統分形模式的原則；（7）提出本文對於「尋找另一條認識的出路」的認識。

The Taiwan educational enterprise, official and academic, have been participating, planning and facilitating curriculum integration for more than five years. Based on the worldview transiting to systems paradigm, this paper aims to reconceptualize integrated curriculum and construct the system-fractal model for integrated curriculum development. The follows are successively explored or interpreted: (1) the main thoughts of systems paradigm; (2) the knowing based on the human-centered and systems-centered worldviews; (3) the re-knowing about the existence of “curriculum,” “integrated curriculum,” and “curriculum development” from the viewpoints of systems paradigm and information theory; (4) the curriculum development model of integrated curriculum constructed from the systems perspective; (5) the fractal characteristics of an integrated curriculum system, and the revivification and formation of the system-fractal model; (6) the principle for human beings to apply the system-fractal model into practice; and (7) the re-knowing on “searching another way out for knowing.”