摘要
基于马克思主义人学理论视域，全面发展的教育理念构成社会主义教育哲学的理论基石，其本质内涵指向人类本质力量的完整实现。这一理论范式突破传统教育目标的单向度取向，在唯物史观框架下建构起“五育融合”的实践逻辑：德育铸就价值根基，智育培育理性思维，体育强健生命载体，美育涵养审美人格，劳动教育淬炼实践智慧。本研究聚焦新时代教育现代化进程中“全人教育”的实施路径，运用系统论方法解析当前教育生态中五育要素的辩证统一关系，着力破解应试导向下的教育异化现象，建构基于核心素养的多维度协同育人机制。针对教师素质不均、教育资源分配不公等问题，本文提出了相应的对策和建议，以期推动全面发展教育取得更好的成效，从而实现教育公平、提高教育质量，为培养具有创新精神和实践能力的全面发展人才贡献力量。
关键词： 全面发展；教育改革；教育公平
Abstract
From the perspective of Marxist anthropological theory, the educational philosophy of holistic development constitutes the theoretical cornerstone of socialist educational philosophy, with its essential connotation directed toward the complete realization of humanity’s essential capacities. This theoretical paradigm transcends the unidimensional orientation of traditional educational objectives, establishing within the framework of historical materialism the practical logic for “integrated development of fivefold educational dimensions”: moral education forges value foundations, intellectual education cultivates rational thinking, physical education strengthens vital organisms, aesthetic education nurtures perceptual personalities, and labor education refines practical wisdom. This study focuses on the implementation pathways of “whole-person education” in the modernization process of education during the new era, employing system theory to analyze the dialectical unity among the five educational elements within contemporary educational ecosystems. It aims to deconstruct educational alienation under exam-oriented paradigms and construct a multidimensional collaborative educational mechanism grounded in core competencies. Addressing challenges including disparities in teacher qualifications and inequitable distribution of educational resources, this research proposes corresponding countermeasures and recommendations to enhance the efficacy of holistic development education, thereby advancing educational equity, improving educational quality, and contributing to the cultivation of comprehensively developed talents equipped with innovative spirit and practical capabilities.
Key words： Comprehensive Development; Educational Reform; Educational Equity
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