Promoting the Deep Integration of Moral Education and Effectively Embedding It Throughout the Entire Process of Educating People

“Revering education and encouraging learning are the great foundations of a strong state; promoting talents and nurturing the worthy are the foremost tasks of governance.” During the 2025 National People’s Congress and Chinese People’s Political Consultative Conference sessions, General Secretary Xi Jinping issued an important directive at a joint group meeting of the CPPCC on “embedding moral education throughout the entire process of intellectual, physical, aesthetic, and labor education.” To solidly advance the deep integration of moral education with intellectual, physical, aesthetic, and labor education, and to form a pattern of educating people that involves all personnel, throughout the entire process, and in all aspects, it is necessary to promote reform and explore pathways with systematic thinking.

敬教劝学，强国之大本；兴贤育才，为政之先务。2025年全国两会期间，习近平总书记在政协联组会上就“把德育贯穿于智育、体育、美育、劳动教育全过程”作出重要指示。扎实推进德育与智育、体育、美育、劳动教育的深度融合，形成全员全程全方位育人格局，要以系统思维推进改革、探寻路径。

Integrating Virtue and Intellect: Realizing the Educational Sublimation from “Enlightening the Intellect” to “Cultivating Virtue”

德智相融，实现“启智”到“育德”的教育升华

Intellectual education is the knowledge carrier of moral education, and moral education is the value core of intellectual education; the two constitute a symbiotic system of “knowledge acquisition” and “value guidance.” The “Outline of the Plan for Building a Strong Educational Country (2024–2035)” explicitly states the need to “embed ideological and political education in schools throughout all disciplinary systems, teaching systems, textbook systems, and management systems.” However, in reality, some regions and schools still exhibit the phenomenon of “valuing intellect over virtue,” which has become an important factor constraining high-quality development in education. For example, in specific teaching practices, subject teaching is confined to the path dependency of “knowledge supremacy,” with “emphasis on knowledge transmission and neglect of value guidance”; the deep excavation and organic integration of ideological and political elements in disciplinary curricula remain insufficient, and the professional teaching field has failed to effectively integrate professional knowledge with value guidance. Tracing the root cause, under the inertia of exam-oriented education, some teachers cling to the mental rut of a knowledge-based mindset. They neither fully understand the value logic of “moral education casting the soul for intellectual education” nor grasp the knowledge connection of “intellectual education laying the foundation for moral education,” thus severing “teaching the book” from “educating the person.”

智育是德育的知识载体，德育是智育的价值内核，二者构成“知识习得”与“价值引领”的共生系统。《教育强国建设规划纲要（2024—2035年）》明确提出“把学校思想政治教育贯穿各学科体系、教学体系、教材体系、管理体系”。但现实中，一些地区和学校仍存在“重智轻德”现象，成为制约教育高质量发展的重要因素，如在具体教学实践中，学科教学囿于“知识至上”的路径依赖，“重知识传授、轻价值引领”；学科课程思政元素的深度挖掘与有机融入尚显不足，专业教学场域未能有效将专业知识与价值引导相融合等。究其根源，是因为在应试教育惯性驱动下，部分教师固守知识本位的思维窠臼，既未充分理解“德育为智育铸魂”的价值逻辑，更未把握“智育为德育筑基”的知识关联，使得“教书”与“育人”割裂。

The ascent of intellectual education requires casting the soul; the rooting of moral education requires laying the foundation. To resolve the dilemma of imbalance and fragmentation between moral and intellectual education, it is necessary to construct a new educational ecosystem of two-way empowerment. This requires promoting innovation in educational concepts, establishing a dual-helix teaching objective system of “intellectual education effectiveness + moral character development,” and incorporating value cultivation into the core competency indicators of disciplines; strengthening improvements in teaching practice, deeply excavating the moral education resources of disciplines, and organically embedding moral education elements such as patriotism and the spirit of scientists into professional course teaching; reconstructing the teacher development system, using innovative carriers such as disciplinary moral education workshops as a starting point, breaking through the fixed mindset of knowledge-based thinking, and cultivating a teaching force that is not only skilled in “imparting knowledge” but even more adept at “transmitting the Way”; reshaping the educational evaluation mechanism, promoting a two-dimensional evaluation indicator system of “degree of knowledge mastery + degree of value internalization,” relying on big data technology to dynamically track the development trajectory of academic progress and character growth, and presenting a comprehensive picture of the effectiveness of implementing the fundamental task of fostering virtue through education.

智育攀高要铸魂，德育扎根须筑基。破解德育智育失衡、割裂困局，需构建双向赋能的育人新生态。要推动教育理念革新，建立“智育成效+品德发展”的双螺旋教学目标体系，将价值观培育纳入学科核心素养指标；加强教学实践改进，深挖学科德育资源，将家国情怀、科学家精神等德育要素有机嵌入专业课程教学；重构教师发展体系，以学科德育工作坊等创新载体为抓手，突破知识本位思维定式，培育既精于“授业”更善于“传道”的教师队伍；重塑教育评价机制，推行“知识掌握度+价值内化度”双维评价指标体系，依托大数据技术动态追踪学业进步与品格成长的发展轨迹，全景呈现立德树人根本任务落实成效。

Co-Forging Virtue and Physical Education: Realizing the Educational Dimensional Elevation from “Strengthening the Body” to “Casting the Soul”

德体共铸，实现“强体”到“铸魂”的教育升维

Physical education lays the foundation for moral education, and moral education casts the soul for physical education. Physical education carries the moral education function of “educating people through physical education.” For example, in long-distance running training, the will quality of perseverance can be strengthened; in traditional martial arts teaching, cultural confidence can be transmitted. This integration is not a simple superposition but a gradual infiltration and internalization through the immersive experience of sports scenarios. However, in current school physical education teaching practice, the simple superposition of moral education and physical education still exists. There is much slogan-style indoctrination but little contextualized guidance, lacking effectiveness and systematicity, making it difficult to form a virtuous educational closed loop of “sports skill acquisition → sports spirit cultivation → moral character improvement.” The deep-seated crux lies in the fact that the current evaluation system overemphasizes the quantitative assessment of physical fitness tests and competitive performance, neglecting the deep excavation and systematic cultivation of moral education values inherent in physical education courses, such as rule awareness, team spirit, and the ability to resist setbacks.

体育为德育筑基，德育为体育铸魂。体育承载着“以体育人”的德育功能，如在长跑训练中可以强化坚忍不拔的意志品质，在传统武术教学中能够传承文化自信等。这种融合并非简单叠加，而是通过运动场景的沉浸式体验逐步浸润内化。但当前学校体育教学实践中，德育与体育的简单叠加仍然存在，口号式灌输多、情境化引导少，缺乏实效性和系统性，难以形成“运动技能习得—体育精神培育—品德素养提升”的良性育人闭环。其深层症结，在于现行评价体系过于重视体质测试与竞技成绩的量化考核，忽视了对体育课程所蕴含的规则意识、团队精神、抗挫折能力等德育价值的深度挖掘与系统培养。

Physical education strengthens ability and should cultivate virtue; moral education consolidates the foundation and should integrate with physical education. To solve the problem of integrating moral education and physical education, it is urgent to promote the coordinated advancement of conceptual innovation and practical optimization. In reshaping educational concepts, it is necessary to break free from the shackles of instrumental rationality, abandon the exclusive focus on physical fitness tests and competitive performance, organically embed key moral education indicators such as rule-following, teamwork, and adversity quotient honing, promote the deep integration of the value cores of physical education and moral education, and achieve a superimposed effect in educating people. In innovating teaching practice, it is essential to actively create scenarios to enliven physical education classes. For example, in tackling individual projects, help students temper their resilient character when breaking through difficulties, opening up the progressive educational chain of sports skills, sports spirit, and moral cultivation, thereby enriching the soil for cultivating pillars of the era with both moral integrity and professional competence.

体育强能要育德，德育固本应融体。破解德育与体育融合难题，亟待理念革新与实践优化协同推进。在教育理念重塑上，要挣脱工具理性枷锁，摒弃唯体质测试、竞技成绩论，将规则遵循、团队协作、逆商磨砺等德育关键指标有机嵌入，推动体育与德育价值内核深度交融，实现育人成效的叠加。在教学实操革新中，要积极创设情境，让体育课堂鲜活起来，如在个人项目攻坚中，助力学生在突破困境时锤炼坚毅品格，打通运动技能、体育精神、品德修养层层递进的育人链路，为培育德才兼备的时代栋梁培厚土壤。

Co-Merging Virtue and Aesthetic Education: Realizing the Value Resonance from “Aesthetic Appreciation” to “Moistening Virtue”

德美共融，实现“审美”到“润德”的价值共振

Moral education is the root, aesthetic education is the form; achieving value infiltration in aesthetic experience requires effectively integrating moral education elements into the design of aesthetic education courses. For example, interpreting the national spirit through classic revolutionary songs, carrying out artistic creation activities around moral education themes such as friendliness and integrity, and achieving deep integration of the perceptual experience of aesthetic education with the rational cognition of moral education. However, in some specific teaching practices, aesthetic education and moral education have not yet established a deep connection between formal aesthetics and spiritual meaning. For instance, art teaching only discusses composition techniques but neglects value guidance; music teaching emphasizes formulaic training with less analysis of emotion. This reflects the shortcoming of the lack of coordination between aesthetic education and moral education.

德育为根、美育为形，在审美体验中实现价值浸润，要求在美育课程设计中有效融入德育元素，如通过红色经典歌曲诠释民族精神，围绕友善、诚信等德育主题开展艺术创作活动等，实现美育感性体验与德育理性认知的深度融合。但在一些具体教学中，美育德育还未能建立起形式审美与精神意蕴的深层关联，如美术教学只谈构图技法却漠视价值引导，音乐教学偏重程式化训练、较少涉及情感剖析等，反映了美育与德育缺乏协同的短板。

Aesthetic education enlightens the intellect and should moisten virtue; moral education casts the soul and should integrate beauty. Examining the essential laws of disciplinary integration, it is urgent to construct a new educational model of two-way penetration between “aesthetics and value,” break down disciplinary boundaries, reconstruct the curriculum system with the concept of grand aesthetic education, and deeply integrate the core of moral education throughout the entire chain of educational links, including art appreciation and creative practice. It is necessary not only to cultivate aesthetic judgment through the aesthetic analysis of classic artworks but also to guide creative subjects to consciously practice value standards in artistic expression, achieving two-way nourishment between the aesthetic sense of artistic form and the connotation of spiritual value. For example, art courses can explain the visual expression of patriotism through classic revolutionary works; music teaching can decode the auditory transmission of cultural genes through the lineage of national music, fully leveraging the comprehensive effectiveness of the coordinated education of aesthetic education and moral education.

美育启智要润德，德育铸魂应融美。从学科融合的本质规律审视，亟待构建“审美—价值”双向渗透的育人新模式，打破学科边界，以大美育理念重构课程体系，将德育内核深度融贯于艺术鉴赏、创作实践等全链条育人环节。既要通过经典艺术作品的美学解析培育审美判断力，更要引导创作主体在艺术表达中自觉践行价值准则，实现艺术形式美感与精神价值内涵的双向滋养。如美术课程通过红色经典作品阐释家国情怀的视觉表达，音乐教学借由民族音乐谱系解码文化基因的听觉传承，充分发挥美育与德育协同育人的综合效能。

Unifying Virtue and Labor: Realizing the Character Shaping from “Labor” to “Molding Virtue”

德劳合一，实现“劳动”到“塑德”的品格塑造

Labor education is a key pathway for implementing the fundamental task of fostering virtue through education. However, current labor education exhibits a tendency toward formalization. Labor education is simplistically equated with simple physical labor or procedural tasks, and there is a clear lack of deep value guidance. This superficial labor practice can, in the short term, enhance students’ labor abilities, but it fails to touch the essence of labor education, and students naturally cannot comprehend the moral values contained in labor. In addition, there are shortcomings in the collaborative education mechanism among families, schools, and society. Some parents take over family labor homework, social resources have low enthusiasm for participation, and the construction of labor practice bases lags behind. This leads to labor education being confined to the campus sphere, making it difficult to form a joint force for educating people.

劳动教育是落实立德树人根本任务的关键路径。但当前劳动教育存在形式化倾向，劳动教育被简单等同于简单体力劳动或流程化任务、深层价值引导缺失等现象明显。这种表层劳动实践，短期看能提升学生劳动能力，却未触及劳动教育本质，学生自然无法体悟劳动所蕴含的品德价值。此外，家校社协同育人机制也存在短板，一些家长包办家庭劳动作业，社会资源参与热情不高、劳动实践基地建设滞后等，导致劳动教育局限于校园范畴，难以形成育人合力。

Labor tempers action and should lay the foundation; moral education achieves its purpose and values diligent practice. To realize the integration of virtue and labor and the unity of knowledge and action, the urgent task is to change concepts and eradicate the erroneous tendency to instrumentalize labor education. It is necessary to carefully plan labor projects imbued with moral tension, provide step-by-step guidance while imparting labor skills, and allow students to naturally generate profound reflections on moral values and social responsibility ethics. It is essential to build a close and efficient collaborative education network among families, schools, and society. Schools should strengthen communication and cooperation with families, correct parents’ behavior of taking over tasks, and create a good family labor education atmosphere. Schools should actively connect with social resources, accelerate the construction of high-quality labor practice bases, enable students to carry out labor in diverse social scenarios, and promote the formation of a strong joint force for educating people among families, schools, and society, jointly cultivating socialist builders and successors who are well-developed morally, intellectually, physically, aesthetically, and labor-wise.

劳动砺行当筑基，德育成器贵躬耕。实现德劳融合、知行合一，当务之急是扭转观念，革除将劳动教育工具化的错误倾向。要精心策划蕴含道德张力的劳动项目，在传授劳动技能时循循善诱，让学生自然萌生对品德价值与社会责任伦理的深刻思考。要构建紧密高效的家校社协同育人网络，学校加强与家庭的沟通合作，纠正家长代劳行为，营造良好家庭劳动教育氛围；学校要主动对接社会资源，加快建设高质量的劳动实践基地，让学生在多样化社会场景中开展劳动，促使家校社形成强大育人合力，共同培育德智体美劳全面发展的社会主义建设者和接班人。

(Authors: Meng Xianli and Han Yanfang, researchers at the Zhejiang Gongshang University Research Institute for Adapting Marxism to the Chinese Context and the Needs of the Times)

（作者：孟献丽 韩艳芳，系浙江工商大学中国化时代化马克思主义研究院研究员）

Online Editor: Tongxin

网络编辑：同心