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Integrative learning is a new characteristic of contemporary education development. Fineart curriculum set up “Integrated· Exploring” this new study field specially.“Integrated· Exploring” field of study designed to improve students’ ability of comprehensivepractice and exploring provides interlaced activities between different art field; fine art disciplineand other discipline; art discipline and society. For a long time, most studies on“Integrated· Exploring” field stay at macro proposal and statement while the achievementsinvolved in teaching implementation of “Integrated· Exploring” curriculum is relatively less.This article focus on the implementation status quo of “Integrated· Exploring” in fine artseducation of primary schools according to Compulsory Education of Fine Arts CurriculumStandards (2011) by qualitative and quantitative methods. The difficulties when designing andcarrying out curriculum were analyzed to seek feasibility ways for course development.This research has six parts.The part of introduction, tells the research background, method, purpose and definition ofsubject of “Integrated· Exploring” curriculum and carries on the literature review from differentangles.Chapter I, the first beginning of this study, defines the “Integrated· Exploring” curriculumreferring to theory. Firstly, to interpret “Integrated· Exploring” curriculum design according toFine Arts Curriculum Standards (2011).Secondly, to exploit design model for“Integrated· Exploring” curriculum depend on Curriculum Development Methodology writtenby Shi Liangfang.Chapter II, the second beginning of this study, interprets “Integrated· Exploring”curriculum implementation with quantitative examination. This article chooses fiverepresentative schools as objects of study. The result of questionnaires shows that most teachersand students are very passionate for “Integrated· Exploring” curriculum and most schools wouldlike to support teachers in designing this kind of curriculum, but there are big difficulty whendesigning curriculum.Chapter III, the main part of this article, interprets “Integrated· Exploring” curriculumimplementation with qualitative examination. This part tends to view the reality in a newperspective, collects original data from multi-aspect, choose different analytical methods, andrethink so as to discover the difficulties of curriculum teaching.Chapter IV, further theory analysis based on the research conclusion. This part tries toconclude and summarize the dilemma and causes during bringing “Integrated· Exploring”curriculum into force, and then attempt to find out viable path can solve these problems.Part of peroration, is aimed at pointing out problems and calling to action. It is not a easytask to design and implement “Integrated· Exploring” curriculum which need overcome manyhurdles. There is enormous gap between fine art standards and the reality of curriculumimplementation. The fine arts education community is supposed to make every effort to look foreffective means which can fill up the gap.