五育融合式学科教学何以可能——教育元素分类解析与整合利用视角  

A Study on the Possibility of Five-domain-integrating Subject Instruction from the Perspective of the Angle of Educational Element Analysis and Use

作　　者：刘长海[1] 孙伟[2] Liu Changhai;Sun Wei(Huazhong University of Science and Technology)

机构地区：[1]华中科技大学教育科学研究院 [2]华中科技大学教育科学研究

出　　处：《当代教育科学》2023年第2期27-34,共8页Contemporary Education Sciences

基　　金：中国香港田家炳基金会资助项目“新时代中小学德育质量提升”(项目编号:2112-06-110)的研究成果之一。

摘　　要：对学科内容和教学过程进行教育元素分类解析可以发现,每一门学科、每一堂课蕴含着以一育为主、融合其他各育的丰富可能。五育融合式学科教学是以促进学生德智体美劳全面融合发展为旨归的学科教学范式。教师要全面把握学科内容和教学过程中的五育元素,整合利用五育元素进行教学设计;以落实分科教学中的五育融合为主,以积极拓展跨学科教学与真实情境中的问题解决为辅,立足校情开展脚踏实地的五育融合式学科教学。要将五育融合式学科教学落细落实,教师要明确育人使命,学校要落实组织支持,教师教育机构要主动参与。Based on the analysis of educational elements of subject matters and instruction process,there are various possibilities to integrate the five domains of education. Five-domain-integrating subject instruction aims to cultivate well-rounded students who are educated in the domains of morality,intelligence,body,art and labor. Teachers should grasp educational elements in five domains within subject matters and instruction process, systematically use them when designing lessons,focus on everyday classes while try to enhance problem based learning. To implement fivedomain-integrating subject instruction,teachers should lay emphasis on the calling as an educator,schools should supply organizational supports,and teacher education institutions should be actively involved.

关 键 词：五育融合式学科教学 教育元素 教材内容 教学过程 常态课堂 

分 类 号：G424[文化科学—课程与教学论]