The narrative study of the effects of the integrated curriculum

本研究旨在探讨叙事法在课程探究中的可行性。叙事研究是阐释构成课程经验的意识流的可能方法。课程应该重新定义为表面之外的实体和潜在结构，例如教案，因为每个人在他们自己的意识流中都有自己的意义和价值。个体不仅仅是外界刺激和反应的接受者。个体是自我单体的中心，他们自愿和选择性地感知对象。这种方法有一些前身。例如，投资组合方法就是其中的一种方法。但我们需要进一步拓展视角，从文化和社会语境的角度来解读主观世界。综合课程的叙事研究在揭示个体的自愿动机和意向性的能动性方面取得了成功的成果。因此，可以得出这样的结论：叙事性学习是评价综合课程结果的最有潜力的途径。

The purpose of this study is to pursue the possibility of the narrative method for curriculum inquiry. The narrative study is the possible method for illuminating the stream of consciousness which constitutes the curriculum experiences. The curriculum should be redefined in terms of the substantive and latent structure beyond the surface such as a lesson plan because the individuals have their own meanings and values' in their own streams of consciousness. The individuals are not mere receptors of the stimulus and responses from outside. The individuals are the center of the ego monad who voluntarily and selectively perceive the objects. There are some predecessor of this kind of approach. For instance, the method of portfolio is one of those methodologies. But we need to further expand the perspectives to interpret the subjective world in terms of cultural and social contexts. The narrative study of the integrated curriculum has made successful achievement in disclosing the initiatives of the individual's voluntary motive and intentionality. Thus, it is possible to conclude that the narrative study is the most potential avenue for evaluating the results of the integrated curriculum.