“五育融合”视域下师范专业课程体系的重构  

Reconstruction of the Curriculum System of Teacher Training Major From the Perspective of“Integration of Five-domain Education”

作　　者：谭林春[1] 唐盈盈 TAN Lin-chun;TANG Ying-ying(Guangxi Science and Technology Normal University,Laibin 546100,China)

机构地区：[1]广西科技师范学院教育科学学院,广西来宾546100

出　　处：《当代教研论丛》2022年第12期53-57,共5页contemporary Teaching and Research

基　　金：2020年广西高等教育本科教学改革工程项目:五育融合——小学教育专业人才培养模式改革的研究与实践(2020JGB406);广西科技师范学院2021年校级科研项目(青年项目):高质量教育体系建设背景下小学教师在线教育的发展研究(GXKS2021QN024)。

摘　　要：自蔡元培先生首次提出“五育并举”的教育方针以来,“五育”就一直处于我国学校教育的核心地位。现代的中国教育正朝着“五育融合”的方向发展,这一范式的转变对师范专业的课程体系提出了新的要求,包括遵循“五育”规律、体现时代特征、坚持因材施教和强化一体设计。师范院校应当坚持“五育融合”的基本理念,立足学校的实际情况,优化顶层设计、打破课程边界以建立师范专业课程群,在具体的课程中以单元为单位渗透“五育”,重构“五育融合”视域下的师范专业课程体系。Since Mr.Cai Yuanpei first proposed the educational principle of“simultaneous development of five-domain education”,“five-domain education”has always been at the core of school education in China.Modern Chinese education is developing in the direction of“integration of five domains of education”.This paradigm change puts forward new requirements for the curriculum system of Teacher Training Major,including following the law of“five domains of education”,reflecting the characteristics of the times,adhering to teaching students in accordance with their aptitude and strengthening the integrated design.Normal colleges and universities should adhere to the basic concept of“integration of five domains of education”,optimize the top-level design based on the actual situation of the school,break the curriculum boundary to establish the curriculum group of Teacher Training Major,infiltrate the“five domains of education”into the specific curriculum unit,and reconstruct the curriculum system of Teacher Training Major under the perspective of“integration of five domains of education”.

关 键 词：“五育融合” 师范专业 课程体系 重构 

分 类 号：G652.3[文化科学—教育学]