“五育融合”视域下初中英语教育中的美育路径探究

Exploring the Pathways of Aesthetic Education in Junior High School English Teaching from the Perspective of “Five-Education Integration”

摘要: 新时代在“五育融合”与美育浸润的政策引导下，英语学科教学面临着从知识传授向素养育人转型的迫切需求。本研究立足于初中英语教育，旨在探究“五育融合”视域下英语课堂中美育的有效实施路径。通过文献梳理国内外相关理论与实践，结合案例研究法对具体教学文本进行设计与剖析，提出了以“主题–审美–融合–创造”为核心的美育浸润路径。研究发现，美育应超越表层融入，系统整合语言、文化、情感等多维审美资源，通过目标融合、内容挖掘、活动递进与评价多元等关键要素，实现英语教学中工具性与人文性的有机统一。案例表明，即使在常规教材文本中，通过有意识的美育转化与活动设计，仍可有效促进学生语言能力、审美素养与综合品格的协同发展。本研究为初中英语教师落实“五育融合”提供了可操作的实践参照，也为学科美育的理论建构与课堂实施提供了有益探索。

Abstract: In the new era, guided by policies advocating “Five-Education Integration” and the infiltration of aesthetic education, English subject teaching faces an urgent need to transform from knowledge transmission to literacy cultivation. Based on junior high school English education, this study aims to explore effective implementation pathways of aesthetic education in English classrooms from the perspective of “Five-Education Integration”. Through a literature review of relevant theories and practices both domestically and internationally, combined with case study methods to design and analyze specific teaching texts, a core aesthetic education infiltration pathway centered on “theme-aesthetics-integration-creation” is proposed. The research finds that aesthetic education should transcend superficial integration and systematically incorporate multidimensional aesthetic resources such as language, culture, and emotion. Through key elements such as goal integration, content exploration, progressive activities, and diversified evaluation, the organic unity of instrumental and humanistic aspects in English teaching can be achieved. Case studies demonstrate that even with conventional textbook texts, conscious aesthetic education transformation and activity design can effectively promote the synergistic development of students’ language skills, aesthetic literacy, and comprehensive character. This study provides junior high school English teachers with practical references for implementing “Five-Education Integration” and offers valuable insights for the theoretical construction and classroom implementation of subject-based aesthetic education.