教学中“五育融合”的限度及其超越  

The Limits and Transcendence of "the Integration of Five Domains of Education" in Teaching

作　　者：郭超华[1] 闫守轩[1] Guo Chaohua;Yan Shouxuan(College of Education,Liaoning Normal University,Dalian Liaoning 116029,China)

机构地区：[1]辽宁师范大学教育学院,大连116029

出　　处：《课程．教材．教法》2022年第3期21-27,共7页Curriculum，Teaching Material and Method

摘　　要：从“五育并举”到“五育融合”已成为新时代推进基础教育教学改革的新趋势。“五育融合”并不能解决教学中的所有问题,且五育之间的融合是有限度的。就教学目标而言,“五育融合”更适合情感类教学目标的达成而不太适合知识类教学目标的实现;就教学内容而言,“五育融合”更适合程序性知识的教学而不太适合陈述性知识的教学;就教学方式而言,“五育融合”更适合开放性教学而不太适合预设性教学。教学中“五育融合”的实现应树立“扬长式”的融合教育理念,设计富有“节奏性”的五育内容,倡导“默会式”的融合范式,建构“欣赏性”的融合评价体系。From "promoting five domains of education" to saintegrating five domains of education" has become the new trend to promote the teaching reform of basic education in the new era."The integration of five domains of education" cannot solve all the problems in teaching,and the integration between them is limited.In terms of teaching objectives,"the integration of five domains of education" is suitable for the achievement of emotional teaching objectives rather than the realization of knowledge teaching objectives.In terms of teaching content," the integration of five domains of education" is suitable for the teaching of procedural knowledge rather than declarative knowledge.In terms of teaching methodss,"the integration of five domains of education" is suitable for open teaching rather than preset teaching.In order to realize the "the integration of five domains of education" in teaching,we should establish the integrated education concept of "developing advantages",design the "rhythmic" teaching content,advocate the " tacit" integration paradigm,and construct the " appreciative" integration evaluation system.

关 键 词：五育融合 五育融合式教学 全面发展 

分 类 号：G42[文化科学—课程与教学论]