教师开展“五育融合”的困境与对策——基于Nvivo12对中小学教师的质性研究

The Dilemma and Countermeasures of “IntegratedEducation” from the Teacher s Perspective——Qualitative Research on Primary andMiddle School Teachers Based on NVivo12

“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。通过对一线中小学教师的深度访谈发现,实施“五育融合”存在现实困境,教师对“五育融合”的认识有限导致概念理解偏误,教师专业素养不足致使“五育融合”实施困难,缺少外部资源支持限制“五育融合”落地,“融合育人”评价体系的不健全难以引领“五育融合”的深化。为有效推进“五育融合”的教育改革,应活化教师对“五育融合”的理解与认识,建构面向“五育融合胜任力”的研修机制,打造“五育融合”的协同工作系统,全面完善“五育融合”质量评价体系。

“Integrated Education”is a new education theory based on“All-round Education”.It is a new exploration of education reform and a new direction for future educational development.As important participants in the“Integrated Education”,teachers understanding and implementation of the“Integrated Education”directly affects the actual effect of education reform.Through in-depth interviews with teachers from primary and secondary schools,we found that teachers had misconceptions about“Integrated Education”,and the lack of professionalism among teachers hindered the implementation of“Integrated Education”;In addition,the support from external resources were limited,and the evaluation system of“Integrated Education”was incomplete.In order to effectively promote the“Integrated Education”,teachers should strengthen the understanding of the“Integrated Education”,construct a training mechanism to facilitate the competence of“Integrated Education”,create a collaborative work system for“Integrated Education”,and comprehensively improve the evaluation system for“Integrated Education”.