面向五育融合的课程设计原则  

The Principle of Curriculum Design for Integrative Five-dimension Education

作　　者：杨道宇 Yang Daoyu(School of Educational Science,Hunan Normal University,Changsha Hunan 410081,China)

机构地区：[1]湖南师范大学教育科学学院,长沙410081

出　　处：《课程．教材．教法》2021年第11期27-34,共8页Curriculum，Teaching Material and Method

基　　金：湖南省教育科学“十四五”规划重点课题“新时代教师教学评价素养的内在结构与培育路径研究”(ND211066)。

摘　　要：面向五育融合的课程设计致力于形成以单科奠基为前提、以活动融合为主轴、集知识融合与社会融合于一体的五育融合课程体系,由此而生发的课程设计原则可以概括如下:一是单科奠基原则,意指课程融合应以优化分科为基,在优化分科的前提下进行;二是跨科整合原则,意指基于知识逻辑设计五育课程融合;三是长入社会原则,意指基于社会逻辑设计五育课程融合;四是活动生成原则,意指基于活动逻辑设计五育课程融合。The curriculum design for integrative five-dimension education is committed to forming a curriculum system which contains knowledge integration and social integration with single subject foundation as the premise and activity integration as the main axis.The curriculum design principles derived from this can be summarized as follows.The first is the principle of a single subject foundation,which means that curriculum integration should be based on the optimization of subjects setting and carried out on the premise of optimizing subjects setting.The second is the principle of inter-subject integration,which means that the design of integrative five-dimension education should be based on the logic of knowledge.The third is the principle of growing into society,which means that the design of integrative five-dimension education should be based on the social logic.The fourth is the principle of activity generation,which means that the design of integrative five-dimension education should be based on the logic of activity.

关 键 词：五育融合 单科奠基 跨科融合 长入社会 活动生成 

分 类 号：G423.04[文化科学—课程与教学论]