五育融合的具身化诠释与实践  

Interpretation and Practice of Holistic Education from the Perspective of the Embodied Theory

作　　者：宋岭 郭元勋 SONG Ling;GUO Yuanxun(Jing Hengyi School of Education,Hangzhou Normal University,Hangzhou Zhejiang,311121;Institute of China Educational Modernization Zhejiang Think Tank,Hangzhou Normal University,Hangzhou Zhejiang,311121)

机构地区：[1]杭州师范大学经亨颐教育学院,浙江杭州311121 [2]杭州师范大学浙江省新型智库中国教育现代化研究院,浙江杭州311121

出　　处：《现代基础教育研究》2023年第4期140-145,共6页Research on Modern Basic Education

摘　　要：五育融合作为对全面发展育人本质的一种回归,具有科学性和理论价值,“具身化的存在与发展”为其增加了强有力的理论支撑与阐释空间。而具身思维要求五育回归到其“育人”的本质,以整全的人的存在与发展来联通各育的素养目标和内容,根据儿童原初生活和学习的具身整体性去设置学科课程和综合课程体系,最后用具身参与的综合性学习来实现五育融合在日常教学过程中的贯彻与落实。As a return to the essence of overall development of education,holistic education(the integration of moral,intel‐lectual,physical,aesthetic and labor education)shows scientific and theoretical value,and its“embodied existence and develop‐ment”adds strong theoretical support and interpretation scope.Embodied cognition requires holistic education to return to its es‐sence of“educating people”,to connect the literacy goal and content of each of the five domains of edcation with the existence and development of a“complete person”,to establish subjects and the comprehensive curriculum system based on the embodied integrity of children’s original life and learning,and finally to adopt comprehensive learning with embodied participation to carry out holistic education in daily teaching.

关 键 词：五育融合 具身认知 割裂 全面发展 整全 

分 类 号：G521[文化科学—教育学]