【摘要】 教育综合改革中，学科综合与素养生成的关系亟待澄明，在实践层面普遍存在学科综合等同素养生成的认知误区。立足艺术教育整合的“人学”属性，可揭示素养生成的“人学立场”与学科综合的“人学空场”之间结构性错位。基于艺术教育的独特价值，发挥其在情感渗透、主体性培育和人性完善以及跨界整合的实践育人价值，构建以“知识转化-图像隐喻-思维整合-素养激活”的四维交互运行机制，为破解二维困境提供实践进路。艺术教育整合的实施路向，需明晰立德树人的根本任务，增强艺术教育整合的观念意识；遵循以美育人的教育理念，构建艺术教育整合的实践范式；深化艺术实践的探究过程，搭建艺术教育整合的实施框架；协调课程系统的运行要素，提供艺术教育整合的支持系统。更多还原

【Abstract】 In the comprehensive reform of education, the relationship between the synthesis of disciplines and the literacy generation is in urgent need of clarification, and the cognitive misunderstanding of equating the synthesis of disciplines with the generation of literacy is widespread at the practical level. Based on the “anthropological” nature of art education integration, revealing the structural mismatch between the “anthropological absence” of discipline synthesis and the “anthropological stance” of literacy realization, and taking the unique value of art education integration, we can realize its role in emotion penetration, subjectivity cultivation and literacy development. The unique value of art education integration is utilized in the value functions of emotional penetration, subjectivity cultivation and human nature perfection, as well as interdisciplinary practice of educating people, and the four-dimensional interactive operation mechanism of knowledge transformation-image metaphor-thinking integration-literacy activation is constructed, which provides a practical way to solve the two-dimensional dilemma. For the implementation of art education integration, the conceptual awareness of art education integration should be strengthened by focusing on fostering virtue and cultivating people; adhere to the educational concept of “educating people with beauty” and construct the practical paradigm of art education integration; deepen the inquiry process of art practice to construct the implementation framework of art education integration, and coordinate the operational elements of the curriculum system to provide a support system for art education integration.更多还原