The Comprehensive Effectiveness Of Curriculum Implementation About "History And Society" In The Middle School

Since fifty and sixty of 20th century, curriculum integration has been an important trend of elementary education reform in the world. In order to follow the same ease, our country set integrated curriculum, such as,’science’,’history and society’and so on in the middle school.’History and Society’as a integrated arts curriculum, it integrates about history and geography the knowledge of various arts being. It intends to cultivate students look at the world form the integrative and whole perspectives at the same time to help students learn about society and adapt to society. Nowadays, the course of time has past several years, people to its evaluation, frequent questions. The number of open provinces also gradually reduced. From the beginning of Shanghai ,Zhejiang, Guangzhou and other places, to the only Zhejiang province, insisted on opening the whole country at present, a wave of the rest goes back to the original branch course. To say, middle school integrated arts curriculum has developed into a dilemma. Although the course has its unique value, because our country long branch education ideas, lead to paid attention to integrated curriculum not much which has been in a state of edge. Even if there is, mostly in the theoretical research, the course of concrete implementation present situation less attention. In order to better implement the value concept of integrated curriculum, make students really learn from the integrated curriculum of yourself that is useful. Therefore, it is necessary to do further study of the current situation of the implementation of the course.This article is divided into four parts, The first part analyzes the" history and society" curriculum structure, including the theory of curriculum integration," history and society "curriculum and textbook embodies the integration as well as the existing problems.The second part, presented with teachers as the object of investigation, mainly involves teachers’understanding of integrated curriculum and attitude; And confusion in the course of teaching method, etc, and analyzes the results of the survey.Showed in the third part,analysis of the survey results to students as object, including the role of students’attitudes toward the integrated curriculum andintegrated curriculum of subject ability development. Through thecomparative study of integrated curriculum and student learningcurriculum of the students’ performance in academic tests, revealing the historical and social class’s teaching effect, demonstrate the value ofintegrated curriculum..The fourth part is the conclusions of the study and suggestions mainly presents the research conclusion and Reflection on history and society curriculumdevelopment.