本文擬從課程組織型態上，學科異線釋放程度多寡的觀點來釐清課程統整的多層次 化的特質。旨在重申課程統整在觀念上與實際作法上值得深思的複雜性，嘗試重新概念不同 層次課程統整的意義、對知識的定位，並以實例示範各種選擇所呈現的樣態。本文課程統整 的選擇差異序列──由獨到統之間的組織型態，包括:學科內的統整、多學科的統整(與教科書 內容重組)、科際的統整、與超學科的統整，都將分別加以論述。除概念上的闡明、實例的呈 現，各種選擇之優缺點亦分別點明，以期達到教師於實際選擇時的哲學性與操作性指引的目 的。最後，提供讀者一些判斷的標準，作為量所選擇統整途徑恰當性與可行性的工具。

　　　　　 The purpose of this paper is to clarify the many-dimensional nature of curriculum integration with regard to the types of curriculum organization and the degree to which disciplinary boundaries are released. The author attempts to reconceptualize curriculum integration by reviewing several approaches to curriculum integration with emphasis on their epistemological positions and integration patterns. The many dimensions of curriculum integration include single-discipline integration, multidisciplinary integration, interdisciplinary integration and transdisciplinary integration. Also, several criteria are suggested to evaluate the appropriateness and the feasibility of curriculum integration in question.