2022年4月，教育部发布《中华人民共和国教育部义务教育艺术课程标准（2022年版）》，将舞蹈教育正式纳入中学国家课程。“突出课程综合”作为2022年版新课标提出的课程理念之一，综合融通再次得到教育研究者的重视。聚焦于课标艺术实践第四点“融合”内容，2022年版新课标又细化出舞蹈学科教育实践综合融通的具体学习内容，分别是舞蹈与姊妹艺术、舞蹈与其他学科、舞蹈与社会生活三方面，并要求舞蹈学科与其他学习内容协调，共同完成义务教育阶段性学习内容。

北京a中学初中部作为先于《2022年版新课标》开设舞蹈教育课程的学校，在舞蹈学科的融通实践方面已经积累了宝贵的经验与课例。本文以该校的特色素养普及类舞蹈课程为例，分析其“创意舞动与鉴赏”课程的融通实践，着重对该课程的创设发展、融通方向、融合内容、课程创新等方向进行全面系统的梳理与归纳，并结合笔者亲身实践的参与观察与访谈调研总结该课程的现实价值与可借鉴之处，最后对该素质教育艺术课程仍需进一步完善之处提出建议与策略。本研究不仅有利于新课标的落地与推广，更对其他学校舞蹈学科艺术教育的开展与实施具有借鉴意义。

研究发现：第一，现阶段北京a中学初中部舞蹈实践课程形成了金字塔模型的“三级课程体系”，本文主要研究的素养普及类舞蹈课程“创意舞动与鉴赏”位于塔底，是面向全体学生的必修课程。第二，北京a中学舞蹈素养普及类课程中的综合融通更多以手段的形式出现，而非目的。在以任务为导向的课程安排下，不同的学科的融合出现在课程的不同阶段，也展现出不同的阶段特点。通过舞蹈与姊妹艺术、其他学科、社会生活等不同内容的融通，课堂呈现出积极的变化，学生的核心素养得到进一步发展，这也论证了舞蹈素养普及类课程中的综合融通要求是科学的，具有实践推广价值的。研究认为，该校舞蹈素养普及类课程值得推广的设计理念与经验有三：一是以任务为导向，在过程中完成融通；二是重视启发引导，在作品中促成合作；三是增强融合的创新性，在课程中满足学生获得感，希望为开展相关课程的学校提供方法与指向参考。但该校的实践也存在一些问题与局限，例如忽略融通家庭教育，未形成教育闭环；强调教师的综合性新要求，优质师资力量不足。

In April 2022, the Ministry of Education released the "Curriculum Standards for Compulsory Education Arts (2022 Edition)", which formally incorporated dance education into the national curriculum for secondary schools. As one of the curriculum concepts proposed in the 2022 edition of the new curriculum standards, "highlighting curriculum integration", integration has once again received the attention of educational researchers. Focusing on the fourth point of "integration" in the curriculum, the 2022 edition of the new curriculum refines the specific learning contents of dance education and practice integration, which are dance and sister arts, dance and other disciplines, and dance and social life, and requires dance subjects to coordinate with other learning contents to jointly complete compulsory education stage learning content.

As a school that introduced dance education curriculum before the 2022 edition of the New Curriculum, the junior high school of Beijing A has accumulated valuable experience and class examples in the integration practice of dance subjects. This paper takes the school's special literacy and popular dance course as an example and analyzes the integration practice of its "Creative Dance and Appreciation" course, focusing on the creation and development of the course, the direction of integration, the content of integration, and the innovation of the course, and summarizes the course with the author's personal observation and interview research. Finally, we propose suggestions and strategies for further improvement of this quality education art curriculum. This study is not only beneficial to the implementation and promotion of the new curriculum, but also has implications for the development and implementation of art education in dance in other schools.

The study found that: first, the dance practice curriculum in the junior high school of Beijing A Middle School has formed a "three-tier curriculum system" with a pyramid model, and the popular dance course "Creative Dance and Appreciation", which is the main subject of this study, is located at the bottom of the tower and is a compulsory course for all students. It is a compulsory course for all students. Second, the integration in the popular dance literacy course in Beijing A High School is more of a means than an end. Under the task-oriented curriculum, the integration of different disciplines occurs at different stages of the curriculum and exhibits different characteristics in the corresponding stage. Through the integration of dance with different contents of sister arts, other disciplines, and social life, the classroom shows positive changes and students' core literacy is further developed, which also argues that the integrated integration requirement in the popular dance literacy class is scientific and has practical extension value. The study concluded that there are three design concepts and experiences of the school's popular dance literacy program that are worth promoting: firstly, it is task-oriented and accomplishes integration in the process; secondly, it emphasizes inspiration, guidance, meanwhile facilitates cooperation in the work; thirdly, it enhances the innovation of integration and satisfies students' sense of achievement in the curriculum, which hopefully provides a reference for schools that develop related programs with methods and pointers. However, the school's practice also has some problems and limitations, such as neglecting the integration of family education and not forming a closed loop of education; emphasizing the comprehensiveness of teachers’ professionalism while lacking teachers who are equipped with matching abilities.