中国电化教育

“五育融合”课堂实践作为对“培养德智体美劳全面发展的社会主义建设者和接班人”的教育方针的回应，是现代教育应对时代之变、关照教育主体、反思异化教育生态的新举措。“五育融合”理念体现了对自然的、生命的、整体的、共生的育人价值的追求。目前，“五育融合”课堂教学实践在实验区内已经初见成效，并形成了生成性“五育融合”课堂模式、“五育融合”教研共同体、基于学科的“五育融合”课堂等可迁移性经验。但“五育融合”课堂教学实践也遇到一些障碍，表现为“牵强附会”“纸上谈兵”“顾此失彼”等倾向。为不断接近“五育融合”课堂的“自然而然”之境的追求，特提出现阶段的突破路向：第一，破除“五育”的常识性窄化；第二，警惕“五育融合”的平均化用力；第三，创设真实情境带动“五育融合”。

As a response to the educational policy of cultivating socialist builders and successors with the comprehensive development of of morality, intelligence, physical education, art, and labor, the practice of classroom teaching about the “Integration of Five Domains of Education” is a new measure for modern education to respond to changes in the era, to care for the subject of education, and to refect on the alienated ecology of education. The Theory of the “Integration of Five Domains of Education”in classroom teaching is the pursuit of natural, life, holistic, and symbiotic education values. Currently, the practice of classroom teaching about the “Integration of Five Domains of Education” has achieved initial results in the experimental area, and formed many transferable experiences such as the generative classroom model about the “Integration of Five Domains of Education”, the teaching and research community about the “Integration of Five Domains of Education”, and the subject-based classroom about the “Integration of Five Domains of Education”, etc. Nevertheless, some universal obstacles were also encountered in practice, such as the Forcibly Piece Together, Making Useless Comments without Solving Any Problem and Considering This and Losing the Other. In order to continuously approach the pursuit of the “natural” realm of the “Integration of Five Domains of Education”, the measures at the present stage are proposed: frstly, breaking the narrowing of the common sense of the “Five Domains of Education”; secondly, being wary of the over-averaged phenomenon of the “Integration of Five Domains of Education”; thirdly, creating a real situation to drive the “Integration of Five Domains of Education”.