学科一体化是综合课程最完美的设想。然而,一体化的成功很难见到,“拼盘式”的综合却是普遍的事实。这种现象本身源于分科课程和综合课程的辩证关系,这种关系决定了分科课程与综合课程在课程结构中都有自己的地位,分科的彻底取消与分科的绝对化都是片面的做法。 一、分科课程和综合课程都有自身存在的依据 分化与综合是客观世界存在的两种基本形式,我们面对的自然和社会是由各具特性和规律的独立部分所组成,而这些独立部分之间又存在着普遍的联系和共性。分科课程和综合课程的依据,首先在于自然和社会客观地存在着这样两种不同的方式。 人们在论证综合课程的必要性时经常谈到:客观 Integration of disciplines is the most perfect idea for an integrated curriculum. However, the success of integration is hard to see. The synthesis of “platters” is a common fact. This phenomenon itself originates from the dialectical relationship between the subject curriculum and the comprehensive curriculum. This relationship determines that both the subject curriculum and the comprehensive curriculum have their own status in the curriculum structure. The complete cancellation of the sub-disciplines and the absoluteization of the sub-disciplines are one-sided approaches. First, the foundation courses and comprehensive courses all have their own basis for existence. Differentiation and integration are the two basic forms of the objective world. The nature and society we face are composed of independent parts with different characteristics and laws, and these independent parts There is also universal connection and commonality between them. The basis of the divisional curriculum and comprehensive curriculum is first and foremost lies in the two different ways that nature and society objectively exist. People often talk about the need to demonstrate the necessity of comprehensive courses: objective