教育科学 ›› 2026, Vol. 42 ›› Issue (4): 1-12.

• 教育强国建设专题研究 •    下一篇

论“五育融合”的底层逻辑*

檀传宝1,2   

  1. 1 北京师范大学, 北京 100875
    2 中国音乐学院, 北京 100101
  • 出版日期:2026-07-15 发布日期:2026-09-29
  • 作者简介:檀传宝(1962- ),男,安徽怀宁人,北京师范大学教育基本理论研究院教授、中国音乐学院教育学院教授,主要从事德育、美育、劳动教育、教师伦理、教育基本理论研究。
  • 基金资助:
    *2022年度教育部人文社会科学重点研究基地重大项目“指向时代新人培养的德育理论革新研究”(22JJD880030)

The Underlying Logic of Five-Education Integration

Tan Chuanbao1,2   

  1. 1 Beijing Normal University, Beijing 100875, China
    2 China Conservatory of Music, Beijing 100101, China
  • Online:2026-07-15 Published:2026-09-29

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摘要：

“五育融合”是落实国家教育方针的重要内容,也是新时代教育改革的核心理念之一,其实质在于将德智体美劳五育有机统一于全部教育实践。五育融合在实践中之所以出现有“合”无“融”或“机械拼接”的问题,主要是因为教育工作者没有清楚认识、准确把握三大底层逻辑:第一,“五育”定位于教育目的层面,而非某门具体课程或某个具体教育活动层面,教育实践应当超越将各育与特定具体课程、活动混同的思维惯习;第二,“五育”需要妥当落实于直接教育、间接教育和隐性课程等不同的实践形态,应当避免将五育的实施路径单一化为某个教育形态的错误认知;第三,“五育”还存在于促进学生认知、理解、表达和创造等不同阶段,但这一存在应当因势利导,实现五育目的与教育过程各环节之间自觉、自然和有机的统一。“五育融合”之底层逻辑的确立,不仅可以在教育基本理论建构上实现突破,更可望为克服五育“机械拼接”问题,为认真贯彻国家教育方针,有效提升教育质量提供更明晰的实践指引。

关键词: 五育融合, 底层逻辑, 教育目的, 教育形态, 教育过程

Abstract:

Five-Education Integration is an important component of implementing China’s national education policy and one of the core ideas of educational reform in the new era. Its essence lies in organically integrating moral, intellectual, physical, aesthetic, and labor education into the whole process of educational practice. In practice, problems such as combination without genuine integration and mechanical combination arise mainly because educators have not clearly understood three underlying logics. First, the five domains of education should be positioned as educational purposes rather than as specific courses or activities, and educational practice should move beyond the tendency to equate each domain with a particular course or activity. Second, the five domains should be properly implemented through different educational forms, including direct education, indirect education, and hidden curriculum, rather than being reduced to a single form. Third, the five domains are embedded in different stages of students’ cognition, understanding, expression, and creation, and should be guided in accordance with specific educational contexts so as to achieve a conscious, natural, and organic unity between educational purposes and the educational process. Clarifying the underlying logic of Five-Education Integration can contribute to basic educational theory and provide clearer practical guidance for overcoming mechanical combination, implementing national education policy, and improving educational quality.

Key words: Five-Education Integration, underlying logic, educational purposes, educational forms, educational process

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