本研究旨在探究「敘事課程」之意涵，並且運用Lauritzen與Jaeger「敘事課程規劃模式」了解學生如何透過故事在藝術與人文領域的「環境藝術」主題裡統整學習，以及教師在整個敘事課程實踐過程中如何轉化其教學。經過研究過程與結果分析發現以故事做為課程設計的中介的敘事課程，實有助於學習者積極投入學習情境，並且激發主動探索「環境藝術」之可能樣貌並採取行動，由於本研究瞭解課程與教學轉化與實踐是理論與實務的交互辯證結果。

The study aims to explore the meaning of narrative curriculum. The narrative curriculum planning template proposed by Lauritzen and Jaeger in 1997 is also employed to understand how students get the integrating learning in art and humanity discipline through stories and how teachers transform teaching in the process of practice. After the parctice and analysis of the study, at last, we find the narrative curriculum mediated by stories is helpful for students actively committed to learning context, and also triggering to explore the maps and possiblities of environmental art, then to act. Finally, based the researcher's examine the process finds the transforms and practices in curriculum and teaching are the dialect between the theories and practices.