“五育融合”的发展历程、现实困境与实践对策  

Development Course,Realistic Dilemma and Practical Countermeasures of the Integration of Five Education

作　　者：陈理宣[1] 姜若梅 Chen Lixuan;Jiang Ruomei

机构地区：[1]内江师范学院,内江641100 [2]重庆市江南艺术中学校,重庆400072

出　　处：《课程．教材．教法》2024年第3期121-125,共5页Curriculum，Teaching Material and Method

基　　金：国家社科基金2020年度教育学一般课题“‘课程思政’内生机制与‘示范课程’案例研究”(BEA200118)。

摘　　要：“五育融合”起源于中国近代国民教育改革、拯救民族存亡危机的思考,成熟于马克思主义教育理论的指导与中国特色社会主义教育实践不断改革与发展的过程。通过审视“五育融合”的教学现状发现,还存在低层化的教学目标、碎片化的教学方式、贫乏的知识内涵、单一的教学评价方式等困境。因此,在教育教学实践中,要确立崇高的教学目标、赋予知识丰富的育人内涵、实施大概念教学、建立科学的教学评价机制等。The integration of five education originated from the thinking of national education reform in modern China and the crisis of national survival and matured from the guidance of Marxist educational theory and the continuous development and reform of socialist educational practice with Chinese characteristics.Through examining the teaching status quo of the integration,it is found that there are still difficulties such as low-level teaching objective,fragmented teaching method,poor knowledge connotation and single teaching evaluation method.Therefore,in the practice of education and teaching,it is necessary to establish lofty teaching goals,use big concept teaching,give knowledge rich educational connotation,and establish scientific educational evaluation mechanism.

关 键 词：五育融合 人的全面发展 整体育人 

分 类 号：G42[文化科学—课程与教学论]