中国电化教育

"五育融合"作为一种新的教育理念和育人假设,是对"五育"并举在实践中的动态阐释和深化发展,它直指长期存在的"偏智、疏德、弱体、抑美、缺劳"和"唯分数、唯升学、唯文凭"等顽疾。透视"五育融合"视野下的课程教学变革、学校治理变革和劳动教育探索的区域范例、校本案例和研讨课例可知,"五育融合"是缓解教育内卷、促进学生全面发展的重要路径和抓手。研究发现,直面"五育"不够并举、难以有效融合的现实困境,教育工作者未来需深入挖掘"五育"融合实践之间的关联点与融合点,大力推进家、校、社协同育人机制,深化融合学科、融合课堂、融合评价、融合治理和教师融合发展的自我革命,为探索新时代"五育融合"育人体系的建立、撬动基础教育向更高质量发展赋能增力。

The " integration education " is a dynamic interpretation of the "Five Educations Simultaneous Development" in practice. It directly refers to the long-existing illness of "sparse morality", "partial intelligence", "weak body", "suppression of beauty", "lack of labor" and " five rudimentary elements ". From the perspective of the " integration education ", the regional examples, schoolbased cases and seminars of curriculum teaching reform, school governance reform and labor education exploration, it indicates that " integration education " is an important measure to ease the internal volume of education and promote the all-round development of students. The research points out that facing the real dilemma that the " integration education " are not enough to be simultaneously implemented and effective integration is difficult, in the future, we will deeply explore the connection points and integration points between the "five education" integration practices, and vigorously promote the self-revolution of school mechanisms, disciplines, classrooms, teaching, and teachers. In order to explore the establishment of the five-education integrated education system in the new era, the basic education will be empowered to develop with higher quality.