Labor education is an education that enables students to establish a correct labor perspective and labor attitude, loves labor and the working people, and develops labor habits. It is one of the main contents of the comprehensive development of students' morality, intelligence, physical fitness, aesthetics and labor. With the issuance and implementation of the series of important national and local policies and documents on strengthening labor education in primary and secondary schools, labor education in primary and secondary schools has received unprecedented high attention. The government leads and guides, strong society supports it, the school actively implements it, teachers and students actively participate, and families follow up and cooperate, which basically forms a good educational atmosphere, which is gratifying.
Labor education is an important content and component in " Five Education ". It has the same similarities with moral education, intellectual education, sports, aesthetic education in terms of nature, task content and educational channels, and at the same time it has the personality characteristics of knowing itself. To achieve scientific, standardized, educational and effective labor education in primary and secondary schools, as primary and secondary schools, we need to carefully summarize and learn from the successful experiences and lessons of primary and secondary school labor education over the years, follow the laws of education and the unique laws of labor education, and based on the development characteristics of school education, social education, and family education in the new era, and combine the physical and mental development and growth of primary and secondary school students, accurately grasp the "three points" of labor education.
1. Breakthrough point: course teaching. Curriculum is the core carrier of education, and teaching is an important way of education. It is not difficult to reflect on the practice of labor education in primary and secondary schools over the past few decades. It is not difficult to find that it is basically stuck in the hierarchy of labor education in the form of activities, and its effect is self-evident. Since the beginning of this year, labor courses have been included in the compulsory education curriculum plan and curriculum standards issued by the Ministry of Education, filling the gap in the construction of labor curriculum in primary and secondary schools over the years, achieving major breakthroughs in curriculumization, and taking historic steps. Labor as a curriculum and has curriculum standards, providing scientific guidance and solid guarantees for primary and secondary schools to carry out labor education. Now, the scientific and effective implementation of labor course teaching has naturally become a breakthrough point in labor education in the new era. This requires primary and secondary schools to implement the curriculum plan without fail, provide good labor courses, ensure class hours, and innovate the classroom teaching model and methods of labor courses based on labor curriculum standards and combined with the actual situation of the school and local areas, enhance the scientificity and effectiveness of labor course teaching, and give full play to the basic, leading, core, and educational functions of curriculum teaching in labor education.
2. Focus: Integrate into life. According to the practical, participatory and experiential characteristics of labor education and curriculum teaching in primary and secondary schools, in order to make labor education naturally and smoothly truly implement and achieve results, we must choose the right focus, even if labor education is integrated into life and achieve life-oriented. Today's school life, family life and social life not only provide a broad real field for students' labor education creation, but also contains rich and colorful educational resources. To integrate labor education in primary and secondary schools into life, it is necessary to clear up bottlenecks and grasp the connection points and integration points. First of all, labor education should be organically integrated into students' school life. School life includes students' campus study and life, daily diet and hygiene, cultural entertainment, and exercise life. Students' school life should naturally contain elements of labor and consciously demonstrate the value of education. Secondly, labor education should be integrated into students' family life. Family life is a natural environment for students to educate their labor. Schools should train and guide parents, clarify and master the goals, content, tasks and methods of family labor education, and strengthen feedback links. Parents should assume the main responsibility, play the leading and supervisory role, build a family life atmosphere full of life and reflect labor, require children to participate in the entire process of family life, and cultivate and cultivate the willpower of self-reliance and self-improvement. Third, labor education should be integrated into social life. This requires government departments, community organizations, bases and venues, street office enterprises, etc. to enhance their awareness of active collaboration and support services, and to give the green light and convenience to primary and secondary school students' labor education. Schools should take the initiative to contact, parents should actively strive to create a social atmosphere conducive to students' participation in labor education, and build a mechanism for cooperation and co-education.
3. Key points: Evaluation guarantee structure.Building a scientific and operational standard and method mechanism for primary and secondary school labor education evaluation system, is a key point and important guarantee for ensuring that labor education goes practical, deep and far, and achieves substantial breakthroughs. Given the fact that local governments have adopted the practice of including it in the evaluation of labor education in five-education evaluation, and there are already basic evaluation content indicators, primary and secondary schools should, based on the comprehensive implementation of the evaluation guide standards for primary and secondary education quality evaluation formulated by the state, combine the actual situation of schools and locally, and refer to labor curriculum standards, etc., strengthen and highlight the exploration of school-based evaluation of labor education, innovate the evaluation models, methods and methods, scientifically make good use of the results of school-family social evaluation, and give full play to the function of evaluation in cultivating students' labor spirit, labor habits, labor ability, and labor quality.
