課程統整概念在教育界已經相當普及，但針對幼兒園課程統整的相關研究卻不多。本研究即是以行動研究的方式，深入了解教師如何透過故事之戲劇框架進行幼兒園的課程統整。主要目的是探討幼兒園中，戲劇所創造出的框架如何能從大組活動延伸至學習區。 研究結果發現，在戲劇框架設定方面，教師應考量幼兒的經驗與能力來設定角色與戲劇情境，選擇幼兒熟悉的角色，以戲劇行動建立情境，以焦點問題做為推動戲劇發展全部循環的核心，並提供足夠的時間與共同目標，讓幼兒能在學習區中發展角色與情節。在運用戲劇策略時，應注意策略的特質與搭配，小組人數也不宜過多。在學習區引導方面，教師可透過任務的指派與戲劇情境布置來吸引幼兒延續戲劇扮演，但任務應結合幼兒興趣，具有挑戰性、操作性，並能發展多元的情節。

The concept of curriculum integration in the education sector has become quite popular. However there is little research on curriculum integration in kindergarten. An action research is adopted herein to investigate the usage of the dramatic framework of stories to carry out curriculum integration in kindergarten. The purposes of the research are to explore how the dramatic framework was extended from group activity to the whole learning center. According to the research results, children's experience and ability should be measured when the role and the circumstance of drama are set. The roles should be ones that children are familiar with. The dramatic circumstance should be established by the dramatic action. The focal problem should be how the center can lead the drama to move forward. There should be enough time and common goals for children to develop their roles and the plot in any learning center. When using drama-related strategies, members in small groups should not be too numerous, and they should be made aware of the characteristics and collocation of strategies. The assigned mission and drama circumstance could attract children to continue role playing. But the mission should be challenging and stimulate the children's interest. Multiple plots could be developed.