The advocators of curriculum integration from the viewpoint of core curriculum confine the concept of curriculum integration to organization pattern of learning contents. But this confinement can not be accepted in that the concept of education which it presupposes can not be accepted, regardless of its relevance to organization pattern of learning contents. Meanwhile, the investigators who are interested in the meaning of curriculum integration explore the ultimate goal of education which can be regarded as \'integration\'. Some domestic investigators try to explain the process of integration by introducing the \'implicit dimension\'(\'not-yet-manifest\', 未發). But in order to make the explanation be nearly perfect, it is required that \'explicit dimension\' of the integration be paid attention to. Specifically, the attention should be given to the explanation of the \'relation between instructional contents\'. Perhaps it may be said that \'the instruction by the teacher\' is the coupling device of two dimensions of integration. Further understanding of curriculum integration is nothing but clarifying the meaning of school education.