And also , the patterns of the integrated curriculum adopts to the demand of the social development . the research above is the base of those relating researches in this area , which gives the foundation of realizing the aim of the integrated curriculum 文科综合课程设置模式的提出，弥补了分科课程的先天不足，适应了社会发展对人才的要求，这也是本文所要达到的主要目的。
With the social development , some comprehensive society problems are emergent , and the society demands comprehensive talented person . so setting up an integrated curriculum of arts becomes an important tendency that is in the curriculum reform of the world scope inside 随着社会的发展，一些综合性社会问题的出现，社会对综合性人才的需要，开设文科综合课程成为世界范围内课程改革的一个重要趋势。
The present research focuses on the practical teaching activities to probe into the universal laws of the integrated curriculum . it aims at offering some useful experiences for the future study of the theory , teaching , and teacher training of the integrated curriculum 本研究旨在从实践领域出发，探究综合课程教学的一般规律，为课程综合化问题的理论研究、综合课程的教学实践及适应于新课程的师资培养提供借鉴。
The fourth part is the further exploration of the integrated curriculum development : first analyze the former definition and classification of the integrated curriculum development , and then put forward the standpoint of the integrated curriculum in this dissertation 第四部分是对综合课程开发进行深入探讨：首先对已有综合可开发的分类和界定进行分析，在此基础上提出本文对综合可开发的立足点：知识本位、儿童本位、社会本位。
Section : " it and the curriculum " , it was interesting to note that the schools spent time and effort in working out clearly how the main subjects of mathematics , general knowledge , chinese and english languages , could complement the strategy of maximising computer usage while integrating the curriculum 题目：资讯科技与课程的配合。文中值得留意的部分，为提及学校在综合课程时，如何将电脑全面应用在中英数常四科的教学中。
Especially in some western developed countries , even put emphasis on adopting " subject curriculum ? ? integrated teaching ? ? probing study " to realize the integration of curriculum . therefore we know : it is important that integration is a kind of theory , but not the external form of expression , the way of curriculum integration is various , the integrated curriculum form has variety too 特别是在西方的一些发达国家甚至更强调通过“分科课程? ?合科教学? ?探究性学习”来实现课程的综合化，由此我们知道：综合是重在一种理念，而不在于外在的表现形式，课程综合化的途径是多样的，综合课程形态也具有多样性。
Practice of integration of the curriculum is a process filled with all kinds of contradictions . the teachers " exploration in the classroom motivates us to reconsider such questions as the teaching goal , the school construction , the specialization of the teacher , and so on . only under the cooperation and joint efforts of the schools , the teacher and relevant organization can make the integrated curriculum really root and grow up 课程综合化的实践是一个充满矛盾和冲突的过程，教师们在课堂上的探索也促动了我们对于教学目标、教师专业化以及学校建设等问题的反思：课程综合化并不忽视学生对知识的掌握，注重学生的全面发展；课程综合化与教师专业化并不相悖，而是对教师的专业化提出了更高的要求；课程综合化并不仅仅发生在课堂上，只有在学校、教师及相关机构的协作和共同努力下，综合课程才能真正地扎根成长。
The construction methods were brought forward , one is emphasized on the relationship with ohther course , another is on main subject clue . the results of practice of the integrated curriculum ? vere also dicussed . finally , some questions about the chemical integrate course was also dicussed 提出了构建以化学为主线的中学理科综合课程内容的两种方法，一种是加强与其他学科联系，另一种是将化学与其他学科通过专题性进行综合，讨论了实施以化学为主线的中学理科综合课程的方法和实践结果。
From left prof . kevin au associate director , center for entrepreneurship ; scott yuan wu phd student in electrical engineering ; ivan yau ka wai and daisy chan wing sze integrated bba students ; prof . chua bee - leng director , center for entrepreneurship , prof . hugh thomas associate director , center for entrepreneurship , prof . wong kam - fai director , center for innovation and technology 左起：创业研究中心副主任区玉辉教授、电子工程学博士生袁武、工商管理学士综合课程学生丘家威及陈咏诗、创业研究中心主任蔡美玲教授、创业研究中心副主任谭安厚教授、创新科技中心主任黄锦辉教授
