基础教育阶段学科课程中的“五育融合”研究的现状与趋势

Current Status and Trends of Research on the “Five-Education Integration” in Discipline-Based Curricula of Basic Education

摘要: “五育融合”旨在促进学生的全面发展，培养新时代高素质人才，推进中国式教育现代化。系统梳理基础教育阶段学科课程中“五育融合”的研究现状与演进趋势，以中国知网2020~2025年收录的402篇相关文献为样本，借助CiteSpace软件进行知识图谱分析。研究发现：该领域发文量呈政策驱动的阶段性增长；研究热点集中于校本课程、教学策略、作业设计等实践层面，并形成劳动教育、跨学科整合等聚类；经历从“学科渗透”到“实践探索”再到“体系建构”的递进演化。同时存在核心作者群薄弱、学术协作网络松散、实证研究不足等问题。未来应加强多元主体协同研究，深化分学段、分学科差异探索，推动日常化与具身化，并强化循证评估，以促进“五育融合”从理念倡导走向常态化的育人行动。

Abstract: “Five-Education Integration” aims to promote students’ holistic development, cultivate high-quality talents for the new era, and advance the modernization of Chinese-style education. The study systematically reviews the research status and evolving trends of “Five-Education Integration” in subject curricula within basic education. Using 402 relevant publications from the China National Knowledge Infrastructure (CNKI) database spanning 2020~2025 as the sample, the study employs CiteSpace software for knowledge mapping analysis. The findings reveal that: the number of publications in this field shows a phased growth driven by policy; research hotspots focus on practical aspects such as school-based curricula, instructional strategies, and homework design, forming clusters including labor education and interdisciplinary integration; the evolution progresses through three stages-from “subject penetration” to “practical exploration” and then to “system construction”. At the same time, issues such as a weak core author group, loose academic collaboration networks, and insufficient empirical research persist. Future efforts should strengthen collaborative research among multiple stakeholders, deepen differentiated explorations across school stages and subject areas, promote routinization and embodied practices, and enhance evidence-based evaluation, so as to facilitate the transition of “Five-Education Integration” from conceptual advocacy to normalized educational actions.