本研究之目的在探討現場使用自編教材進行綜合活動領域教學之情形、常見問題與應有之檢核方式，並提供現場教師檢核自編教材之參考指標。透過綜合活動領域教科書審查與評鑑指標之分析及10名具自編經驗之資深綜合活動領域輔導員之訪談，發現教學現場所稱之「自編教材」包含「教材文本」及「課程發展」兩重意義。現場之「自編教材」可分為「全學年自編」與「選編」、「改編」三類，「全學年自編」需經學校課發會審查，「選編」、「改編」可由教師依檢核指標自行檢核。研究者依據教科書評鑑指標、課程評鑑指標與訪談資料提出適用於綜合活動領域教學現場之自編教材檢核表，並對綜合活動領域自編教材使用及未來研究之相關建議。

The purpose of this study was to explore the development of the self-developed instruction materials in the teaching of integrated activities, including the current application, common problems and related methods of examination. By analyzing the indicators of integrated activity textbooks and interviewing 10 counselors of integrated activities, the researcher found that ＂self-developed instructional materials＂ contained two levels of meanings, one is the actual product of materials and the other one is the entire process of self-developed. The process of self-developed referred to design, implementation and reflection; in fact, the counselors would pay more attention to the process than to the materials. Based on this understanding, the ＂self-developed instructional materials＂ can were divided into three categories: ＂full-year self-developed＂, ＂selection＂ and ＂adaptation＂. First of all, the ＂full-year self-developed instructional materials＂ should be reviewed by Curriculum Development Committee. Next, the ＂selection＂ and ＂adaptation＂ could be examined by the teachers themselves. Based on the indicators of textbook evaluation, the indicators of course evaluation, and the interviews, a checklist for self-developed instructional materials in the field of integrated Activity was presented and suggestions about the self-developed instructional materials of integrated activities were offered. Directions for future studies were also provided.