融媒体德育视域下“做一粒好种子”融入小学思政教育的实践研究

Practical Research on Integrating “Being a Good Seed” into Primary School Ideological-Political Education from the Perspective of Converged-Media Moral Education

摘要: 立德树人是小学思政教育的根本任务，也是《义务教育道德与法治课程标准(2022版)》明确的核心育人目标。然而，当前基层小学思政育人仍面临场域单一、知行割裂与考评虚化等现实困境。在大思政教育发展背景下，课外浸润德育是课堂思政教育的重要延伸。本研究以隐性德育、全域协同育人与建构主义情境学习为理论支架，以袁隆平院士“做一粒好种子”精神为育人内核，构建“线上融媒体浸润–线下情境体验–全程可视化评价”三位一体的双线协同育人框架，采用行动研究与准实验相结合的混合设计，在两所基层公办小学开展一学年实践(试点组187人，对照组182人)，以问卷、行为观察与访谈检验成效。结果显示，试点组认知与行为量表后测得分显著高于对照组(p < 0.001)，行为评定优良率明显提升，品德知行割裂问题得到缓解，与之配套的过程性评价机制也能较为客观地反映德育实效。研究提炼的融媒体思政操作策略，可为同类学校推进新媒体浸润德育提供可迁移的实践范式与理论参照。

Abstract: Fostering virtue through education is the fundamental task of primary-school ideological-political education, as well as the core educational objective specified in Compulsory Education Curriculum Standard for Morality and the Rule of Law (2022 Edition). Nevertheless, grassroots primary schools still confront practical dilemmas including single educational scenarios, the separation of knowledge and practice, and vague assessment in ideological-political teaching. Against the background of comprehensive ideological-political education, extracurricular immersive moral education serves as a vital extension of classroom-based ideological-political instruction. Grounded in implicit moral education, all-round collaborative education and constructivist situated learning theories, this study takes the spirit of Academician Yuan Longping’s “Being a Good Seed” as the core of moral education. A three-in-one dual-line collaborative education framework is constructed, namely “online converged-media immersion - offline situational experience - whole-process visualized evaluation”, which is empirically implemented via a self-operated special moral-education official WeChat public account. Adopting action research combined with a quasi-experimental design, the framework was implemented for one academic year in two grassroots public primary schools (187 students in the experimental group and 182 in the control group), with effects examined through questionnaires, behavioural observation and interviews. Practical results reveal that the framework effectively connects in-class and out-of-class educational chains, promotes students’ internalization of these qualities from cognition to behaviour, and remedies structural deficiencies in the extracurricular ideological-political system of grassroots primary schools. The supporting process-oriented evaluation mechanism can objectively reflect moral-education effectiveness. The converged-media ideological-political strategies summarized in this paper provide transferable practical paradigms and theoretical references for peer schools to advance new-media-based immersive moral education.