摘要
从倡导“五育并举”到提出“五育融合”,是聚焦于“五育”之间更深层次的关系,认为“五育”之间并非独立,而是相互关联、五位一体的关系。马克思主义关于“人的全面发展”学说,西蒙斯的“联通主义”以及卡西尔的“人学思想”为“五育融合”提供了坚实的理论基础。以学科教学作为媒介,通过把握“五育”关系,确定学科教学目标;分析学科符号,“统整”学科教学内容;把握学科间的关联,形成学科教学网络等路径实现“五育融合”。
From advocating“Five Education at the Same Time”to proposing“Five Education Integration”,education researchers and practitioners focus on the deeper relationship between“Five Education”and believe that“Five Education”are not independent but interrelated.Marx’s concept of“All-Round Development of Human Deings”,“Connectivism”proposed by Simmons,and“Humanistic Thought”advocated by Cassirer provide a solid theoretical basis for“Five Education Integration”.The implementation of“Education Integration”requires subject teaching as a medium.By grasping the relationship between the“Five Education”,the subject teaching objectives can be determined;Subject symbols can be analyzed to“unify”the subject content;Grasp the relationship between disciplines,form discipline teaching network and realize the“Integration of Five Education”in education and teaching practice.
作者
王萌
孙洪涛
WANG Meng;SUN Hongtao(Department of Educational Science,Hunan Normal University,Changsha,Hunan,410081,P.R.China)
出处
《广东第二师范学院学报》
2022年第2期80-86,共7页
Journal of Guangdong University of Education
关键词
五育融合
学科教学
全面发展
五育并举
integration of Five Education
subject teaching
comprehensive development
simultaneous development of five educations
