“五育”融合教育：具身认知理论视角的分析与实践

中图分类号：G712

文献标识码：A DOI：10.16400/j.cnki.kjdk.2025.19.049

Integrated Education of "Five Education"： Analysis and Practice from the Perspective of Embodied Cognitive Theory

CAI Xinhua， WANG Hui， MA Lijuan （Hubei Industrial Polytechnic， Shiyan， Hubei ）

AbstractThe embodied cognition theory holds thatcognitive processes aretheresult of the interaction between the body， brain，andenvironment.Thetheoryof embodiedcognition provides anewperspectiveand practical inspiration in th integratedducationofthe"fiveeducations"（moralitytellgence，hysicalfitness，esthetics，andlabor）intefield of school education.The article aims to explore the embodied body view and therepresentation ofthefive educations underthe theoryof embodied cognition.From the perspective ofembodied cognition，itproposes theenlightenmentof integrating the "five educations"into educational practice，that is，tosee the existence and development of embodied human beings，pay attention to the interaction subjectivity between teachers and students，atempt to cross domain integration，and effectively promote students'comprehensive development.

Keywordsembodied cognition; integration of the Five Educations; educational practice

随着教育改革的不断深入，“五育"融合逐渐成为学校教育的重要内容。（剩余4447字）