China's traditional elementary school classroom is dominated by subdisciplines, there are many drawbacks, try to analyze.

First, each subject has its own logical order and scientific system, each sub-specialty courses of subject knowledge is relatively closed, can not reflect the unity of the objective world itself and the interconnectedness of the organic wholeness, it is difficult to enable students to form a complete picture of the object of knowledge and the preliminary scientific world view.

Secondly, the curriculum is too finely divided into disciplines, detached from the characteristics of children's psychological development.

Thirdly, there are more categories of courses in the subdiscipline teaching, and the phenomenon of cross-repeating is more serious, resulting in a waste of time and spirit, and as a result, it will inevitably aggravate the burden of students' schoolwork, affect their physical and mental development, and is not conducive to the improvement of the quality of the students.

Fourth, the curriculum structure of sub-specialty teaching is unreasonable, some subjects are emphasized one-sidedly, and some subjects are virtually useless, and students' upbringing, creativity, and operational skills are neglected, and they cannot acquire interdisciplinary knowledge and methods, which affects the improvement of the quality of education.