【摘要】 课程思政面临知识传授与价值塑造割裂、身体参与缺失及五育要素分散等离身化困境。具身认知理论构建“身体—情境—行动”三维交互模型，阐明“五育融合”生成逻辑，即身体承载意识形态具象化编码，情境激活多模态育人能量，行动驱动价值内化迭代。为突破传统思政教育离身性局限，推动教育回归“全人培养”本质目标，高校应从具身认知的三层课程设计、身体介入的四维教学策略、具身发展的双重评价体系、具身教学能力的师资培育和教育生态的制度支持等五个方面，建立五位一体的课程思政实践路径，实现知识传授与价值塑造的有机统一。更多还原

【Abstract】 Curriculum ideological and political education faces the dilemma of detachment from separation between knowledge transmission and value shaping,lack of physical participation,and dispersion of the five elements of education. The theory of embodied cognition constructs a three-dimensional interactive model of “body—context—action”,clarifying the logic of the integration and generation of the five educations,that is,the body carries the concrete encoding of ideology,the context activates multi-modal educational energy,and action drives the internalization and iteration of value. In order to break through the limitations of traditional ideological and political education and promote the return of education to the essential goal of “holistic cultivation”,universities should establish a five in one curriculum ideological and political practice path from five aspects: three-level curriculum design with embodied cognition,four-dimensional teaching strategy with physical intervention,dual evaluation system with embodied development,teacher cultivation with embodied teaching ability,and institutional support for educational ecology,to achieve the organic unity of knowledge imparting and value shaping.更多还原