石家庄学院学报

中小学思政课爱国主义教育一体化是思政课教师凝聚学校、家庭和社会育人合力，对中小学不同学段思政课融入爱国主义教育元素，开展整体化、系统性课程建设的过程。整体性、差异性、渐进性是中小学思政课爱国主义教育一体化的三大特征。推进中小学思政课爱国主义教育一体化建设，是对爱国主义教育政策和法律的实践回应，既有利于解决爱国主义教育的实践困境，也能为中小学将爱国主义教育贯穿学校全课程提供切入点。课程一体化建设是推进中小学思政课爱国主义教育一体化的核心路径，具体包括课程目标一体化、课程内容一体化、课程实施一体化、课程评价一体化4个方面。

The integration of patriotic education in ideological and political courses(IPC) in primary and secondary schools refers to a process where IPC teachers synergize the educational forces of schools, families, and society, integrate patriotic education elements into IPC at different academic stages of primary and secondary education, and conduct holistic and systematic curriculum development. Holism, differentiation, and progressiveness are the three core characteristics of this integration. Promoting the integrated construction of patriotic education in primary and secondary school IPC constitutes a practical response to national policies and laws on patriotic education. It not only helps address the practical dilemmas in patriotic education but also provides an entry point for primary and secondary schools to embed patriotic education throughout the entire curriculum system. Curriculum integration serves as the core pathway to advance this initiative, encompassing four key dimensions: integrated curriculum objectives, integrated curriculum content, integrated curriculum implementation, and integrated curriculum evaluation.