課程統整、協同教學以及音樂社會學的提倡，為社會領域結合音樂題材之課程統整設計帶來契機。音樂是社會文化下的產物，許多音樂作品的產生皆與當代的社會環境脈絡、創作者意識型態有密切的關聯性與脈絡性。因此，社會領域結合音樂題材具有相當大的發展潛力，它不但豐富了社會學習領域的多樣性，也提昇了教師、學生在社會與音樂學門上學習的能力，更為教學現場教師帶來新的嘗試與希望。本文旨在分析社會領域結合音樂題材之相關理論，從課程統整理論與模式、協同教學、音樂社會學等相關理念為出發點，探究社會領域結合音樂題材之統整模式，指出當前國民中小學九年一貫課程中社會學習領域所面臨的挑戰，並舉例說明社會領域結合音樂題材之相關研究與可行做法。最後，本文期許教育人員能嘗試透過協同教學方式，進行社會領域結合音樂題材的課程設計。

　　　　　The proposition of curriculum integration, team teaching, and music sociology has brought a new turning point to the curriculum-integration design about connecting music materials with social studies. Music is the product of social culture and its various works have close relationship with its social contexts and with the ideology of the creators. Therefore, there will be a considerably potential to connect music materials with social studies. Such approach not only enriches the diversities of social studies, but also promotes the learning abilities both of teachers and students within related disciplines. Furthermore, it brings with fresh attempts and spaces to the teaching practices in schools. The goal of this paper is to discuss the related theories concerning connecting music materials with social studies. We take it as the starting point for the concepts, theories and models of curriculum integration, team teaching, and music sociology. The authors analyze models of connecting music materials with social studies and simultaneously clarify challenges to social studies teaching in the present Nine-Year Joint Curricular Plan for elementary through junior high schools. This paper also provides related researches in concerned approach. In conclusion, the authors expect that, in Taiwan, teachers could attempt to devote in curriculum design that connects music materials with social studies through team teaching.