Abstract: As "four histories" are important historical, theoretical and methodological resources, integrating it into university classroom teaching is an effective way and necessary measure to bring their ideological education function into full play. However, the "four histories", mainly used currently as the knowledge materials of the ideological and political theory courses in university classroom teaching, are not widely and effectively integrated into other university classroom teaching. In order to promote effective integration of "four histories" into university classroom teaching, we should systematically analyze the functions of "four histories" in expanding knowledge, inspiring wisdom, and in improving interesting and quality classroom teaching. It is also necessary to determine the discipline logic, development logic and hierarchical logic of the effective integration of "four histories" into the classroom. Then we can better grasp the mainline of the "four histories", stick to its position of a subject knowledge, understand its nature as classroom teaching methodology, and highlight its function as subject teaching tact, so as to further promote the "four histories" education in universities, to create "golden lessons", to promote the progress of teachers and students, and implement the fundamental requirements of moral education.

Key words: the history of the Communist Party of China, the history of the People's Republic of China, the history of reform and opening up, the history of socialist development, college classroom teaching