%0 Journal Article
%T 提升小学教师“五育融合”理念接受度的策略研究<br>A Study on Strategies to Improve Primary School Teachers’ Acceptance of the Concept of “Five-Education Integration”
%A 李艳玉
%A 张霞
%J Advances in Education
%P 966-972
%@ 2160-7303
%D 2024
%I Hans Publishing
%R 10.12677/ae.2024.1471258
%X “五育融合”是在“五育并举”基础上形成的教育理论新构架，是当前教育改革实践的新探索，亦是未来育人方式转变的新方向。在“五育融合”实践中，教师是直接的承担者，其对“五育融合”的理解与实施直接影响着“五育融合”的育人实效。但通过对一线小学教师的调研发现，当前小学教师对“五育融合”理念的接受度较低，具体表现为：1) 教师对“五育融合”的认识有限而导致概念理解有误。2) 专业素养不足致使小学教师认为“五育融合”教学施行困难、不可能实现。3) 缺少外部资源支持也让小学教师认为“五育融合”难以落地。基于此，若要切实有效地推动“五育融合”的教育改革，必须活化教师对“五育融合”的理解与认识，建立专业指导与合作机制，打造协同工作系统，并全面健全质量评价体系。进而提升小学教师对“五育融合”的接受度，助力小学教育实现全面、协调、融合发展，更好地培养适应时代需求的全面发展的学生。<br />
“Five-education integration” is a new educational theory framework formed on the basis of the “simultaneous development of five educations”. It is a new exploration of current educational reform practice and a new direction for the transformation of future education methods. In the practice of “five-education integration”, teachers are the direct undertakers, and their understanding and implementation of “five-education integration” directly affect the educational effectiveness of “five-education integration”. However, through a survey of primary school teachers on the front line, it was found that the current acceptance of the concept of “five-education integration” by primary school teachers is relatively low, which is specifically manifested as follows: 1) Teachers’ limited understanding of “five-education integration” leads to misunderstanding of the concept. 2) Lack of professional literacy makes primary school teachers believe that “five-education integration” teaching is difficult and impossible to implement. 3) The lack of external resource support also makes primary school teachers believe that “five-education integration” is difficult to implement. Based on this, if we want to effectively promote the educational reform of “five-education integration”, we must activate teachers’ understanding and recognition of “five-education integration”, establish a professional guidance and cooperation mechanism, create a collaborative work system, and comprehensively improve the quality evaluation system. Then we can improve the acceptance of “five-education integration” by primary school teachers, help primary education achieve comprehensive, coordinated and integrated development, and better cultivate students with comprehensive development who can adapt to the needs of the times.
%K “五育融合”，全面发展，小学教师<br>“Five-Education Integration”
%K Comprehensive Development
%K Primary School Teachers
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=92200