本文目的在為「以課程統整作為推動學校從鬆散拼湊元素革新為知覺統整系統的策略」從文獻探析與實證研究中提出辯證，全文從自組織系統的觀點出發。首先，討論何謂有效的變革、以及為何組織發生變革等問題；其次，分析有關學校與變革之間的互動關係與教育現象；復次，探究變革的圖像包括其特質、來源與過程；最後兩個部分在探討所有權與創制的概念，並對教師所有權與創制的推動提出有效的策略。經由組織變革相關概念的重新建構，可以歸納：課程統整 ── 作為一種焦點在於「不斷地建立連結」的思考典範 ── 將提供學校從鬆散拼湊元素革新為知覺統整系統的最佳機會。研究者以上述論述為基礎，在一所美國高中進行行動研究，結果顯示在學校提供其教師體驗與省思課程統整的過程中，推動了教師的轉變、也促進了自身變革的發生。 Through content analysis and action research, this paper aims to justify the strategy of applying curriculum integration to facilitating schools to change from loosely coupled elements to a perceptionally integrated system. First discussed are questions of what makes changes effective and why organizations change. Secondly, educational phenomena about the relations between schools and change are analyzed from the organizational perspective. Thirdly, the images of change are illustrated from the self-organizing system perspective. Finally analyzed are the concepts of ownership and enactment, and the strategies for facilitating both through curriculum integration. It is claimed that curriculum integration, as a mode of thinking focusing on making connections, provides schools the optimal opportunity to change from loosely coupled elements to a perceptionally integrated system. Based on such an argument, an action research was conducted in an American public high school. The result showed that the process of providing opportunities to experience and reflect on curriculum integration inspired teachers to transit attentions and make many more connections, and meanwhile facilitated the school changing to a perceptionally integrated system.