中國大陸的綜合課程本土實踐開始於二十世紀八十年代。到2001年，全國性的新課程改革，倡導實施綜合課程，並設立綜合學科及高級綜合程度的綜合實踐活動。本文對於中國大陸的綜合課程本土實踐與理論研究進行檢討與反思，指出需要加強綜合課程的本土化建設，既要實施中以理論指導實踐，又要以實地的微觀研究關照宏觀的理論建設，提升本土的經驗，只有這樣才有可能促進課程的發展和完善。

From the 1980s to present, education authorities and schools in mainland China have been trying to develop and implement integrated curriculum. New integrated subjects like ‘science’ and ‘history and society’ and highly integrated curriculum such as ‘character and life education’ and ‘integrated practice activities’ were introduced and implemented. Despite these efforts, there has not been significant theoretical development of curriculum integration in mainland China. In this paper, the researchers attempted to point out that curriculum theorists have not generated theories from the small-scale innovations of integrated curriculum in various parts of mainland China. To improve the situation, we must learn form the experience of curriculum integration changes by conducting serious academic studies on the changes in the context of mainland China. With the theories generated from the local cultural context, curriculum developers and implementers are in a much better position to plan and implement integrated curriculum in the future.