First, focus on curriculum standards and reorganize teaching materials-integrating courses within disciplines, that is, increasing the importance of curriculum standards, further entering the discussion of curriculum standards, taking curriculum standards as the guide, breaking the arrangement order of teaching materials and reorganizing teaching materials.
Second, interdisciplinary design, large unit teaching-to achieve interdisciplinary curriculum integration.
The essence of interdisciplinary design unit teaching is to re-integrate the artificially separated contents, and its main purpose is to guide students to discover the internal relations between disciplines, and at the same time organically combine interdisciplinary learning with team teaching, so as to cultivate students' ability to solve problems by using multidisciplinary knowledge, cultivate integrated thinking and prepare for diversified life in the future.
Thirdly, the integration of subject knowledge and life curriculum based on the development of curriculum resources. Emphasize the adaptability of the course content to the development of society, science and technology and students' life. Combine subject knowledge with students' life, choose and organize course content with the theme of man and nature, man and society, people and culture and man and self, and guide students to deeply reflect on nature, society and self.
Citation interpretation
The "Primary Mathematics and Science Teaching Plan" formulated by Minnesota, USA, is an example. Biology is a combination of botany, zoology, physiology and anatomy, and it has also become a subject of general education in American middle schools. In some universities in Europe and America, there are new disciplines such as "Sociology of Mathematics" and "Computers in Society".
Among the comprehensive courses in contemporary universities, the most striking thing is the "biophysics" which combines biology and physics. Sociobiology began to appear in the mid-1970s. Relatively speaking, the comprehensive scope of comprehensive courses is wider than related courses, but narrower than wide-ranging courses.