Research On The Integration Mechanism Of The Five Domains Of Education And Its Application In Classroom Teaching

In the face of the inherent requirements of "comprehensive education",the shallow practice of "integration idea" and the research deepening of "generation mechanism",the " Research on the Integration Mechanism of the Five Domains of Education and its Application in classroom " is a topic in the limelight and the center of this research.This study tries to adopt the combination of "evolution history" and "problem domain" to conduct a literature review(Chapter 1).On the one hand,the review is conducted from the three clues of the Party’s education policy,Chinese education ideology,and Foreign country education ideology,in order to grasp the evolution of the integration of the Integration of the Five Domains of Education systems.On the other hand,it focuses on the six major research themes in order to summarize the overall picture of the existing research.Then,based on this,it will go deeper and deeper into the "core area" of the topic.Based on the prompting thought of "ontology/value theory-epistemologymethodology","Research on the the Integration of the Five Domains of Education Mechanism in Classroom Teaching and Its Application" consists of four major parts and five specific chapters.The first part is an ontological/value theory of “what is the Integration of the Five Domains of Education”.The ontological of “what is the Integration of the Five Domains of Education”(Chapter 2)is the first question to be answered by the researcher,which has led to the emergence of the holistic theory,the integration theory,the theory of idea,the broad sense,and the multidimensional theory.By examining the different perspectives to understand the Integration of the Five Domains of Education,the new perspective,"learning theory" was established.Besides,“the Integration of the Five Domains of Education”is defined as the process of reorganizing the contents of moral,intellectual,physical,aesthetic and labor aspects based on learning conditions in classroom teaching to form a new organic whole.It is also described more concretely from four aspects.Based on this,we analyze the three basic features of the Integration of the Five Domains of Education: embodiment,wholeness and emergence.And we analyze the three main types of the Integration of the Five Domains of Education: inereducation integration,inter-education integration and trans-education integration,and explain the presentation state of the Integration of the Five Domains of Education: "the real and the imaginary are born together".At the same time,it also gives four practical meanings of the Integration of the Five Domains of Education in this way.Taking students as the base and knowledge,ability and spirit as the units of analysis,it is found that the integration of the five education systems has the triple values of the overall construction of knowledge,the overall enhancement of ability and the overall development of spirit.The second part is an epistemological study of "how the Integration of the Five Domains of Education is possible".On the one hand,it is an exploration of the "inner conflict and interaction between the five education systems"(Chapter 3).On the basis of the historical examination and connotation analysis of the five education-moral,intellectual,physical,social,aesthetic,and labor educations-we analyze the inner conflict and root cause of the five education,analyzing the interactive relationship among the five education.And it is found that there are threefold interactive relationships among the five education systems: "overall association","synergistic parallelism" and "interactive integration",and the root causes of the interactive relationships are deeply explored.On the other hand,we analyze the "theoretical basis and preconditions for the Integration of the Five Domains of Education"(Chapter 4).That is to say,taking the practical view of practical materialism as the cornerstone,with the help of the theory of all-round development,the theory of embodied cognitive learning and the theory of big ideas,we analyze the four basic conditions for the integration of the five educations-physical and mental embodiment(the core pillar),the active thing(the important guarantee),the high-quality issue(the key engine)and the big idea(the deep bond),and analyze their roles in the integration of the five educations.It also analyzes the mechanism and possible manifestation of their roles in the integration of the five cultures.The third part is a methodological study on "how to realize the Integration of the Five Domains of Education".How to realize the Integration of the Five Domains of Education? In fact,it is an analysis of the "realization mechanism and pedagogical model of the integration of the five educations"(Chapter 5).That is,through the examination of the three axes of subject and object,subject and subject,and subject and self of embodied practice.And three complementary and embedded mechanisms for realizing the five educations integration are formed.Specifically,it includes: First,the mechanism of objectification on the axis of subject and object.It is based on the premise of the objectification space of "object and self together",follows the logic of two-way objectification,and unfolds the integration of multiple levels of the five educations through the way of overall generation.The second is the socialization mechanism on the axis of subject and subject.It takes the socialization space of "body together" as a prerequisite,follows the principle of "interactive ritual chain",and achieves a higher level of socialization through the roles of "focusing attention" and "sharing emotions".Through the role of "focused attention" and "shared emotions",a higher quality of the Integration of the Five Domains of Education is realized.Thirdly,it is the mechanism of self-realization on the axis of subject and self.It is based on the premise of "fourdimensional interaction" of the space of self-realization,following the principle of "positive feedback interaction",not only the "attitude-belief" to provide internal motivation,but also the "feeling-experience" and the "feeling-experience".Not only does "attitude-belief" provide its internal motivation,but also "feeling-experience","cognition-reflection" and "knowledge-concept" become its three operating logics.On this basis,a pedagogical model for the Integration of the Five Domains of Education in classroom teaching was established.The fourth part is an applied study of the teaching practice of the Integration of the Five Domains of Education "(Chapter 6).It mainly deals with the "teaching framework and methodology of the design of the Integration of the Five Domains of Education ",including six aspects with internal logical connection: "why to integrate"(analysis and determination of the goal of the Integration of the Five Domains of Education teaching,"who to integrate "(analysis and determination of the subject of the the Integration of the Five Domains of Education),"what to integrate"(understanding and extraction of the content of the the Integration of the Five Domains of Education teaching),and "where to integrate"(analysis and creation of the situation of the Integration of the Five Domains of Education teaching),"how to integrate"(the process and strategy analysis of the Integration of the Five Domains of Education teaching),"How is the integration"(the evaluation idea and strategy of the Integration of the Five Domains of Education teaching).As a result,a general teaching model and a number of design templates for the Integration of the Five Domains of Education are constructed.