The study aims to construct a new conceptual framework of "curriculum integration" in order to clear up this idea in Taiwan. Therefore, two methods are employed in this research: document analysis and concept analysis. The scope of the study is limited in the learning area of Chinese language in elementary schools, so the result may not apply to other areas. The conclusions of this study are summarized as the following: First, deciding the way of curriculum integration in the learning area of Chinese language involves two main issues. One is "within" or "beyond" the area, and the other is the integration of "content" or "ability". Hence, there are four types of integration are suggested: content/within the area, content/beyond the area, ability/within the area, ability/beyond the area. Consequently, this new classification system can be used by curriculum designers to decide the integration type according to their own goals, and by educational researchers to evaluate and compare the advantages and disadvantages of various programs.