The issue on how to promote the reformation of successfully integrated science course in the present condition is discussed in this dissertation.In the introduction, the reason and significance of the issue in this dissertation are given, and the concepts of specialized science course and integrated science course are defined on the base of the index of integrative degree. It is thought that the difference between specialized and integrated science course is whether the parts that the course is composed of have been connected substantially.The main body of the dissertation is divided into two parts. The first part includes Chapter One, Chapter Two and Chapter Three. The reason of carrying through the reformation of integrated science course has been discussed in this part, which is the premise of the reformation. And this reason can also be come down to the recognition of the objectives of science course in junior high school. The essentiality of scientific literacy of citizens in modern society is expounded, and the key of formation of citizens' scientific literacy is science course in junior high school. So, the goal of science course must be oriented on how to heighten scientific literacy of all students. In order to clarify the concept of scientific literacy, five fundamental elements of scientific literacy have been concluded through the method of element analysis, and then the three-dimension-model of scientific literacy is designed, which includes the dimension of scientific knowledge, skill and method, and idea. The-three -dimension model of scientific literacy is the benchmark of this dissertation.In Chapter Two and Chapter Three, traditional specialized science course and integrated science course are analyzed on the benchmark of the three-dimension-model of scientific literacy, and the necessity and pressure of integrated science course replacing specialized science course are discussed. To some extent, specialized science course is reasonable on the basis of Classical Science, and its high efficiency in initiating knowledge made it suitable for the development of basic education of P.R China. On the dimension of scientific knowledge of scientific literacy, knowledge of each subject is separated, and specialized science course dissevers the scientific world and the life world. What is more, on this dimension, the GLOA between grade one and grade two is higher than what it should be, and this has caused cognitive obstacle to most students of junior high school who were on the transition from concrete to abstract operation stage, and some of the content were reversed logically. Thus, what is initiated in specialized science course is inert knowledge indeed. On the dimension of scientific skill and method of scientific literacy, low-order skills are emphasized and high-order skills are ignored, and scientific methods were also neglected: There are many limitations in the dimension of scientific idea of scientific literacy also, such as miscomprehension of the nature of science and STS, and the formation of simple thinking mode of students due to separation of knowledge.The integrated science course based on the integration of nature and natural science emphasizes on the unitizatkm of knowledge in each subject, and pays great attention to personal pertinence and socialsuitability. Through integrated science course, the disseverance between scientific and life world can be avoided, and effectively separation of knowledge can be eliminated .It will delete many concepts which are too special, difficult and partial, and will plan all the content as a whole. So GLOA and the possibility that the content will be reversed logically can be reduced, and cognitive obstacle can be avoided. The integrated science course, which makes integration and transfixion as fundamental principle and makes transverse conjunction as fundamental framework, can facilitate effective transferring of knowledge. And the concept framework map and RFS map, which are introduced by the author, can show this superiority. All of thes