The purposes of this study were：(1) to clarify the contents and characteristics of the past curriculum evaluation criteria of Integrative Activity Courses as a basis to develop a new curriculum evaluation criteria；(2) to compile a new Curriculum Evaluation Criteria of Junior High School Integrative Activity Courses as a guideline for teachers in their choosing or preparing for teaching materials；(3) to get reliability and validity data, and to make the criteria more efficient；(4) to devise an epexegesis for the Curriculum Evaluation Criteria of Junior High School Integrative Activity Courses to make it more understandable；(5) to compare the past curriculum evaluation criteria of Integrative Activity Courses with the one proposed here in order to clear up the characteristics of this new Criteria.

　　The subjects comprised two categories：(1) 6 interviewees, who were Integrative Activity Course teachers. Three were interviewed with the purpose of realizing their perception of the present Integrative Activity Courses, while the other three were asked for their suggestions about the epexegesis of the Criteria; (2) 240 teachers, who were administered a questionnaire in order to collect reliability and validity data of the Criteria, and to understand their opinions about the Criteria. Their opinions constitute the basis of devising the epexegesis. The researcher adopted content analysis, interview, questionnaire, and statistics analysis methods.

　　The results showed that：(1) some of the past Integrative Activity Course curriculum evaluation criteria ignored the importance of the “ teaching activities” and “Instructional Assessment”, and lacked reliability and validity data; (2) this new Evaluation Criteria may be used to evaluate textbooks and self-made teaching materials; (3) this Evaluation Criteria contains reliability and validity data; (4) the Epexegesis may help teachers understand the contents of evaluation and is easy to use; and (5) this Evaluation Criteria is useful in teaching teachers to understand the rationale of Integrated Activity Course construction. Finally, the researcher discussed the results and has provided some suggestions for teaching practice and future research.