本研究以大中小学课程德育一体化建设的整体构架与实践路径为主题，重点围绕研究意义和理论基础、顶层设计和体系构建、实施路径和保障机制等内容展开。文章对大中小学德育课程一体化建设的现有研究和实施现状作了梳理，在此基础上提出大中小学课程德育一体化建设的科学内涵和重要意义。文章以马克思主义理论特别是习近平新时代中国特色社会主义思想为指导，以心理学、教育学等理论为支撑，坚持系统思维和科学构架，深入阐释了课程德育一体化建设的目标原则，并研究形成了顶层内容架构和一体化构建体系。文章坚持问题导向、实践导向，对课程德育一体化建设的教学创新、师资队伍、评价机制等支撑保障和转化运用作了机理分析，并结合若干典型案例提出了参考建议。本研究以系统论的思想方法为主导，综合运用现状调研、交叉研究、试点实验等多种研究方法和手段，开展多学科跨领域协同研究。文章重点对现行课程标准和代表性教材进行了实证研究，基于碎片化工具的文本研究方法，对照本文所建的课程德育顶层内容框架，采用量化方法与质性方法结合的方式对9门学科的课程标准和教材中所蕴含的德育因素进行梳理。文章重点选取了部分样本省市，通过问卷调查、对象访谈、课程和教学实施观察等方法，对大中小学课程德育实践开展深入调查和样本分析，从而在梳理现状的基础上归纳内在逻辑，形成对研究成果的有效解释。本研究发现，推进社会主义核心价值观有机融入大中小学教育全过程，全面提升德育的科学性、有效性，是落实立德树人根本任务的关键。每一门学科的教学内容中都蕴涵着丰富的德育资源，通过科学归纳和系统集成，可形成一个贯穿大中小学课程德育一体化建设的顶层内容架构，即以“政治认同、国家意识、文化自信、人格养成”为重点。研究发现，在完善顶层内容的基础上，有效实施一体化建设的四条关键路径在于开展德育设计、德育教学、德育师资和德育评价等体系构建。要注重结合教育规律和学生成长认知规律，在学科教学过程中实现知识与技能、过程与方法、情感态度与价值观三维教学目标的统一。要注重学段衔接，形成有机整体和育人合力，一体化推进课程德育建设。
This study focuses on the overall framework and practice path of the integrated construction of moral education throughout primary schools, middle school and universities. The key points includes research significance and theoretical basis, the top level design and system construction, the implementation path and the guarantee mechanism. Researches on the current implementation of the integrated construction of moral education in schools is carried out, and on this basis, the scientific features and significance of the integrated construction of moral education are put forward. Based on the theory of Marxism, psychology and pedagogy, the article persisted in systematic thinking and scientific framework, explaining the three key principles of the integrated construction of moral education, thus leading to a-top-level content framework and an integrated construction system. The article is problem- oriented drafted, with a clear purpose for supporting teaching practice. Teaching innovation, construction of teachers’ team and the evaluation mechanism are analyzed with some typical cases, in order to provide some useful suggestions.This research takes the system theory as the leading method, adopting a variety of research methods such as current situation investigation, cross study, experiment, and so on. This enables a multi-disciplinary and cross-field collaborative research. The article emphasized the empirical study of current textbooks and curriculum standards. Based on the text research method of fragmentation tool and the content framework of the moral education in this article, it makes a deep conclusion of the moral factors contained in the curriculum standards and teaching materials of 9 subjects. The article also selects some sample provinces and carry out questionnaire survey, in-depth investigation and sample analysis. This helps to summarize the internal logic of current moral education and form a more effective interpretation of the research results.This study finds out that the key to high moral values establishment and people cultivation is to carry out the core socialist values into the whole process of education, with scientific and effective methods in an all-round way. The teaching content of each subject all contain rich moral education resources. Through scientific induction and systematic integration, a top-level content framework can be formed, with the emphasis on political identity, national consciousness, cultural confidence and cultivation of personality. It is also found that four key paths of effective implementation lies in design, class teaching, teachers’ team and evaluation mechanism. It is important to respect the law of education and the cognition of students' growth, thus combining the three levels of education into a unity, which is knowledge and skills, process and methods, emotional attitude and values. The connection between different grades and learning periods should also be paid attention, which is fundamental to form an integrated construction of curriculum moral education throughout primary schools, middle schools and universities.
