The purpose of this study is to develop a self-implemented conceptually integrated curriculum in junior high school Arts and Humanities Learning Domain, to investigate its development process and feasibility, and propose conclusions and recommendations. Based on the methods of literature review, needs assessment, qualitative anecdote approach, web-site evaluation and in-depth interviews as well as anchoring arts, curriculum, web instruction professors together with junior high school teachers and students as research subjects, the investigator comes up with conclusions as follows:

　　The essence of a conceptually integrated curriculum is its being abstract, socially and culturally-oriented, structure-based, learnable, clear, useable, generative, hierarchical, and possible of contextually implementation in nature. Concepts-based learning can promote memory, help the understanding of subjects, foster the transfer of learning, and make possible the identification of entry-level and advanced materials. By using concepts as the organizational theme of an integrated curriculum, we can not only highlight the unique as well as common aspects of related arts subjects but also elevate all the subjects to a co-equal level.

　　There are three models for digital technology-oriented immersed instruction, namely, using word-processing software and/or web resources for self-implemented web site instruction or presentation, using academically or commercially developed web learning platforms, and using a combined model. Web-based learning, founded upon theories of constructivism and situated learning, takes the process of analysis, design, development and evaluation to implement.

　　It takes a team of willing teachers to develop conceptually integrated curricula in junior high school Arts and Humanities Learning Domain. Besides, it involves the ability of teachers to set the application boundaries for the teaching/learning materials and to transform the arts-related form, elements, as well as main and secondary concepts into web pages. With both the strengths of concept-learning and web-learning, subjects of this study verify its feasibility and thus recommend the application of this research model to other learning domains.

　　Based upon conclusions described, the investigator proposes recommendations as follows:

　　On curriculum content and teaching activities, more implementation of a concept-based organizational theme in an integrated curriculum is recommended.

　　On the immersion of arts and technology, more attention should be paid to make sure of the appropriate use of implementing technology in arts curricula to strengthen learning.

　　On educational administration, efforts should be made to integrate website learning resources and to cut down teaching loads of related teachers.

　　On junior high schools, more in-service teacher training programs and a better screening of invited speakers for arts teachers’ professional development is recommended.

　　On future research, efforts can be made to integrate arts curricula with the Six Issues or develop multi-domain curricula, to involve other arts form and elements for the compilation of comprehensive arts teaching materials, to carry out empirical research for conceptually-based integrated curricula, and to involve more research efforts for the development of feasible web-based arts teaching models.