中文部分
王仲孚(民80)。對於國一公民、歷史、地理合併為「社會科」的質疑。人文及
社會學科教學通訊，2(1)，212~214。
王岳川(民81)。後現代主義文化研究。台北：淑馨。
王秀雲(民88)。向社區學習─以鄉土教育為切入點的「社會科課程整合機制」
營造歷程。發表於國立台北師範學院主辦：1999亞太地區整合型社會科課
程國際研討會。
行政院教育改革審議委員會(民85)。教育改革總諮議報告書。
光復書局編(民81)。大美白科全書(25)。台北：光復。
臼井嘉一著、楊思偉譯(1998)。社會科理論與融合課程之研究。商鼎。
吳家瑩、郭守芬(民88)。「國民教育階段九年一貫課程綱要」訂定之源起與過
程。台灣教育，581，48~57。
何縕琪(民89)。國小教師主題統整教學歷程之分析暨合作省思專業成長之建
構。國立台灣師大學教育心理與輔導研究研究所博士論文。
余安邦(民88)。夢中情人─九年一貫課程。教育資料與研究，26，19-21。
李坤崇、歐慧敏(民89)。統整課程理念與實務。台北：心理。
李聰超 (民88)。整合性鄉土教學活動設計探討─以陽明山為例。發表於國立
台北師範學院主辦：1999亞太地區整合型社會科課程國際研討會。
李稚勇(1998)。關於開設中學綜合社會科課程的思考與構想。課程、教材、教
法，(1998)9, 19~24。
沈清松(民80)。談科際整合。教師天地，民80/6，頁34~37。
杜威原著(1992)。經驗與教育。台北：五南。
松本元(1995)。人類的腦是受感情支配的學習型電腦。牛頓雜誌，151，頁
74~75。
林生傳(民88a)。九年一貫課程與教學創新。收錄中華民國教材研究發展學會
主編(民88)。邁向課程新紀元。台北：康軒。
林生傳(民88b)。九年一貫課程的社會學評析。收錄於中華民國課程與教學學
會主編(民88)。九年一貫課程之展望。台北：揚智。
林怡秀(民88)。國民小學課程統整模式之究。國立花蓮師範學院國民教育研究
所碩士論文。未出版。
林清江、蔡清田(民86)。國民中小學課程發展共同原則。嘉義國立中正大學。
教育部國教司委託專案。
林清江(民88)。國民教育九年一貫課程規劃簡報。教育部。
林達森(民88)。論析統整性課程及其對一貫課程的啟示。教育研究資訊，1999，7(4)，97~116。
林寶山譯(民78)。民主主義與教育。台北：五南。
林寶山、康春枝譯(民79)。學校與社會‧兒童與課程。台北：五南。
邵瑞珍譯(民84)。教育的歷程：布魯納教育論著選之一。台北：五南。
施添福(民80)。國中社會科分科與合科的論述。人文與社會學科教學通訊，2(1)，
215~226。
周佩儀(民86a )。後現代思潮衝擊下的教育研究。教育研究集刊，頁48-74。
周佩儀(民86b)。後現代課程的理論基礎。教育資料與研究，17，58~62。周淑卿(民88)。論九年一貫課程的「統整」問題。收錄於中華民國課程與教學
學會主編(民88)。九年一貫課程之展望。台北：揚智。
姜 來(1996)。綜合課程建設的幾個基本問題。課程、教材、教法，(1996)10，
1~5。
柯華葳(民88)。教育的心理學。收錄於教育科學國際化或本土化。台北：揚智，
頁563-583。
高建新(民87)。我國實施社會科課程統整的若干經驗與實驗。教育研究雙月刊，
62，12~17。
徐宗林(民77)。西洋教育思想史。台北：文景
黃永和(民88)。課程統整的理論與方式之探討。新竹師院學報，12，231~260。黃光雄(民85)。課程與教學。台北：師大書苑。
黃宏偉(1995)。整合概念及其哲學意蘊。學術月刊，(1995)9，12-17。
黃甫全(1996)。整合課程與課程整合論。課程、教材、教法，(1996)10，6~11。
黃炳煌(民85)。試為我國建立一適切可行的課程發展模式。收於黃炳煌著。教
育改革─理念、策略與措施。台北：心理。
黃炳煌等(民86)。九年一貫社會科課程綱要之研究。教育部研究專案。國立政
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黃炳煌(民88a)。邁向二十一世紀的臺灣社會科課程改革。收錄中華民國教材
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黃炳煌(民88b)。談「課程統整」--以國民教育九一貫為例。本文發表於國立中
正大學主辦(民88)。「新世紀的教育展望」學術研討會。
黃炳煌、詹志禹(民88)。九年一貫社會領域課程綱要(草案)。教育部。
黃政傑(民80a)。以科際整合促進課程統。教師天地, 80年6, 頁38~43。
黃政傑(民81)。課程設計。台北：東華。
黃 葳(1997)。論當代課程結構的整合化。課程、教材、教法，(1997)6，!~4。
黃訓慶譯(民85)。後現代主義。台北；立緒。
黃譯瑩(民87)。課程統整之意義探究與模式建構。國家科學委員會研究彙刊：
人文及社會科學，8(4)，616~633。
黃譯瑩(民88)。課程統整相關問題探究及社會領域統整課程示例。本文發表於
國立台北師範學院主辦：1999亞太地區整合型社會科課程統整國際研討
會。
教育部(民87)。國民教育階段九年一貫課程總綱綱要。教育部。
許信雄(民88)。課程統整的基本認識。教師天地，100，58~65。
張文軍(1998)。後現代教育。台北：揚智。
張春興(民83)。教育心理學。台北：東華。
陸正威(民88)。臺北縣永和國小教師進行整合型社會科課程設計與教學之行動
研究。發表於國立台北師範學院主辦：1999亞太地區整合型社會科課程國
際研討會。
陳伯璋(民82)。「國民小學社會科課程統整架構研究」。教 育部研究專案。
陳伯璋(民88a)。九年一貫課程的理念與理論分析。收錄於中華民國教材研究發 學會主編(民88)：邁向課程新紀元(上)。台北：康軒。
陳伯璋(民88b)。九年一貫新課程綱要修訂的背景及內涵。教育研究資訊，7(1)，1~13。
陳國川(民87)。國民教育階段九年一貫課程總綱綱要評析。地友，41，4~6。
陳新轉(民88)。腦相容之社會科課程設計理念究。發表於國立台北師範學院主
辦：1999亞太地區整合型社會科課程國際研究會。
陳曉萍、施憶(1998)。初中設置綜合理科探析。課程、教材、教法，(1998)，6，
26-30。
郭重吉(民85)。建構論--科學哲學的省思。教育研究雙月刊，49，16~24。單文經(民79)。統整教育─美國中小學課程的新猷。收錄於中華民國比較教育
學會主編。各國中小學課程比較研究。台北：師大書苑。
彭明輝(民88)。社會領域的課程規劃與內容。邁向課程新紀元。台北：康軒。
游家政(民87)。建構主義取向課程設計的評析。課程與教學季刊，1(3)，頁31-46。
游家政(民88a)。再造「國民教育九年一貫課程」的圖像─課程綱要的規劃構
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游家政(民88b)。九年一貫課程─學校課程銜接與統整的推動與落實。台灣教育，581，37~42。
葉煬彬(民83)。國民中學社會科課程架構研究。台灣省中等教師研習會。
葉學志(民74)。教育哲學。台北：三民。
葉興華(民89)。我國國小推行課程統整之研究。國立台灣師範大學教育研究博士論文。未出版。
詹志禹(民85)：認識與知識：建構論VS. 接受觀。教育研究雙月刊，49， 25~38。
詹志禹(民88)。九年一貫社會科課程綱要草案背後的哲學觀。教育研究，54，54~60。
新陸書局編(民57)。牛津英英‧英漢雙解辭典。台北：新陸書局。
歐用生(民87)。後現代社會的課程改革。收錄於歐用生、楊文慧著。新世紀的改革。台北：五南。
歐用生(民88a)。從課程統整的概念評九年一貫課程。教育研究資訊，7(1)，頁22~33。
歐用生(民88b)。九年一貫課程之「潛在課程」評析。收錄中華民國教材研究
發展學會主編。邁向課程新紀元。台北：康軒。
楊坤原(民85)。統整科學課程之論題與趨勢。科學教育月刊，190，13-22。
楊洲松(民87)。李歐塔後現代知識論述及其教育意義。國立台灣師範大學教育研究所博士論文。未出版。
楊洲松(民88)。國民中小學九年一貫課程綱要之哲學分析─後現代的觀點。收錄於中華民國課程與教學學會主編(民88)。九年一貫課程之展望。台北：
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楊家興(民84)。情境教學理論與超媒體學習環境。教學科技與媒體，22，40~48。楊國賜(民66)。現代教育思潮。台北：黎明。
楊深坑(民76)。從科學理論的發展論教育研究之科學整合趨勢。收錄於國立台灣師範大學主編：中華民國七十六年科際整合研討會論文集第三冊，頁
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鄭晉昌（民83）。學徒制式教學軟體發展研究。行政院國家科學委員會轉題研
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劉德勝(民76)。小學社會科課程結構與內涵。高雄：復文。
蔡清田(民88)。九年一貫課程─改革之行動探究。台灣教育，581， 9~21。
韓復智(民80)。當前歷史教育的危機。中央日報，80年2月7~9日，文教新聞
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韓復智(民82)。對當前中國歷史教育平議。菁莪，5(1)，3~10。
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薜梨真(民87)。統整課程活動設計。高雄：復文。
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