【專家視角】

　　作者(zhe)：王姍(shan)姍(shan) 王曉(xiao)燕（分別系(xi)杭州電(dian)子(zi)科技(ji)大學中國科教評價研(yan)究院副教授；中國教育科學研(yan)究院勞(lao)動與社會實踐教育研(yan)究所所長(chang)、創(chuang)新研(yan)究員）

　　勞動者是勞動勞動生產力中最活躍的因素，發展新質生產力呼喚新型勞動者。教育加強勞動教育是培養新時代黨對教育的新要求，是新型中國特色社會主義教育制度的重要內容，直接決定社會主義建設者和接班人的創新百姓彩票首頁勞(lao)(lao)動(dong)精神面(mian)貌、勞(lao)(lao)動(dong)價值(zhi)取向和勞(lao)(lao)動(dong)技能水平。勞(lao)(lao)動(dong)勞(lao)(lao)動(dong)全(quan)面(mian)加(jia)強新(xin)(xin)時代大中小學(xue)勞(lao)(lao)動(dong)教(jiao)(jiao)育，教(jiao)(jiao)育要以推動(dong)發(fa)展新(xin)(xin)質生產力為引(yin)擎，培養以新(xin)(xin)發(fa)展理(li)念為指導，新(xin)(xin)型堅定(ding)不移地(di)把創(chuang)新(xin)(xin)、創(chuang)新(xin)(xin)協調、勞(lao)(lao)動(dong)勞(lao)(lao)動(dong)綠色(se)、教(jiao)(jiao)育開(kai)放、培養共(gong)享的(de)新(xin)(xin)型理(li)念貫穿到新(xin)(xin)時代勞(lao)(lao)動(dong)教(jiao)(jiao)育的(de)全(quan)過程。

　　創新發展：推動勞動教育教學新形態

　　勞動教育的創新發展要彰顯時代特征。當前，在大數據、云計算、百姓彩票首頁人工智能等新一代技術革命的推動下，現代農業、現代工業和現代服務業蓬勃發展，以創新的方式改變著傳統的生產方式和勞動力組織形態，同時，傳統的社會勞動形態也呈現出交叉融合的趨勢，創造性勞動和復合型勞動成為引領時代發展的勞動新形態。面對勞動形態的新變化，勞動教育也要與時俱進，緊跟新質生產力的發展。一方面，適應科技發展和產業變革，積極拓展和豐富勞動教育內容，注重新興技術支撐和社會服務新變化。在傳授傳統勞動基本知識和技能的基礎上，適當引入現代科技創新、前沿數字技術、智能生產制造等現代勞動內容，百姓彩票大廳幫(bang)助學生(sheng)掌握(wo)必備的(de)現代生(sheng)產知識和勞(lao)動(dong)技(ji)能(neng)。另一方面，主動(dong)變革勞(lao)動(dong)教育方式(shi)，在安(an)排生(sheng)產勞(lao)動(dong)和服(fu)務(wu)性勞(lao)動(dong)項目時，職(zhi)業院校、普通(tong)高等學校要(yao)注重結(jie)合(he)產業新(xin)(xin)業態(tai)、勞(lao)動(dong)新(xin)(xin)形(xing)態(tai)，結(jie)合(he)學科(ke)和專業強化實(shi)(shi)習實(shi)(shi)訓、專業服(fu)務(wu)、社會實(shi)(shi)踐等，重視(shi)新(xin)(xin)知識、新(xin)(xin)技(ji)術、新(xin)(xin)工藝、新(xin)(xin)方法應(ying)用，創(chuang)造性地解決實(shi)(shi)際問(wen)題，提升創(chuang)新(xin)(xin)創(chuang)造能(neng)力。

　　協調發展：以勞動教育促進“五育”融合

　　勞(lao)動(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)的協調發(fa)(fa)展(zhan)(zhan)要堅持“五育(yu)(yu)(yu)”融(rong)合(he)。堅持“五育(yu)(yu)(yu)”融(rong)合(he)，是將(jiang)德育(yu)(yu)(yu)、智育(yu)(yu)(yu)、體(ti)育(yu)(yu)(yu)、美育(yu)(yu)(yu)和(he)勞(lao)動(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)中的思想、內(nei)容(rong)和(he)方法有(you)機(ji)融(rong)為(wei)一(yi)體(ti)，以(yi)(yi)實(shi)(shi)現人的全面(mian)發(fa)(fa)展(zhan)(zhan)，為(wei)培(pei)育(yu)(yu)(yu)新型勞(lao)動(dong)(dong)(dong)(dong)者打下(xia)堅實(shi)(shi)基礎。這可以(yi)(yi)從三個(ge)方面(mian)著手(shou)：一(yi)是充分挖(wa)掘各(ge)學(xue)(xue)(xue)(xue)(xue)(xue)科(ke)(ke)中蘊(yun)含的豐富勞(lao)動(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)資源，并(bing)有(you)針對性地將(jiang)勞(lao)動(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)內(nei)容(rong)有(you)機(ji)滲透到各(ge)學(xue)(xue)(xue)(xue)(xue)(xue)科(ke)(ke)教學(xue)(xue)(xue)(xue)(xue)(xue)中，通(tong)過(guo)(guo)開(kai)展(zhan)(zhan)項(xiang)目(mu)化(hua)學(xue)(xue)(xue)(xue)(xue)(xue)習、探究(jiu)性學(xue)(xue)(xue)(xue)(xue)(xue)習和(he)主(zhu)題式學(xue)(xue)(xue)(xue)(xue)(xue)習等(deng)(deng)活(huo)動(dong)(dong)(dong)(dong)，培(pei)養學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)的創造性思維、團隊合(he)作與交流能力(li)。二是加(jia)強(qiang)實(shi)(shi)踐(jian)訓(xun)練，在科(ke)(ke)學(xue)(xue)(xue)(xue)(xue)(xue)、物理、化(hua)學(xue)(xue)(xue)(xue)(xue)(xue)、體(ti)育(yu)(yu)(yu)、信息科(ke)(ke)技等(deng)(deng)學(xue)(xue)(xue)(xue)(xue)(xue)科(ke)(ke)教學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)踐(jian)中增加(jia)動(dong)(dong)(dong)(dong)手(shou)操作和(he)勞(lao)動(dong)(dong)(dong)(dong)技能訓(xun)練的比重，提高學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)的實(shi)(shi)踐(jian)能力(li)和(he)動(dong)(dong)(dong)(dong)手(shou)能力(li)。三是加(jia)強(qiang)活(huo)動(dong)(dong)(dong)(dong)融(rong)合(he)，將(jiang)日常(chang)生(sheng)活(huo)勞(lao)動(dong)(dong)(dong)(dong)、生(sheng)產勞(lao)動(dong)(dong)(dong)(dong)和(he)服(fu)務(wu)性勞(lao)動(dong)(dong)(dong)(dong)實(shi)(shi)踐(jian)活(huo)動(dong)(dong)(dong)(dong)與綜(zong)合(he)實(shi)(shi)踐(jian)活(huo)動(dong)(dong)(dong)(dong)相(xiang)結合(he)，通(tong)過(guo)(guo)開(kai)展(zhan)(zhan)各(ge)類主(zhu)題教育(yu)(yu)(yu)活(huo)動(dong)(dong)(dong)(dong)、校園特色(se)活(huo)動(dong)(dong)(dong)(dong)以(yi)(yi)及研學(xue)(xue)(xue)(xue)(xue)(xue)旅行等(deng)(deng)，促進學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)德智體(ti)美勞(lao)全面(mian)發(fa)(fa)展(zhan)(zhan)。

　　綠色發展：科學把握勞動教育規律

　　綠色發展(zhan)關注的(de)是(shi)人(ren)與自我、他人(ren)、自然及社會的(de)和(he)諧共生(sheng)。勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)者作為新質(zhi)生(sheng)產(chan)力(li)(li)的(de)關鍵要(yao)素，其(qi)素質(zhi)的(de)高低決定著社會生(sheng)產(chan)力(li)(li)的(de)發展(zhan)水平。勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)實(shi)(shi)施，需要(yao)尊重(zhong)學生(sheng)身心發展(zhan)規(gui)(gui)律和(he)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)規(gui)(gui)律，科學把握提高勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)者素質(zhi)的(de)四(si)個育(yu)(yu)(yu)(yu)人(ren)路徑(jing)：一是(shi)課(ke)(ke)程育(yu)(yu)(yu)(yu)人(ren)，中(zhong)小學要(yao)全面(mian)落(luo)實(shi)(shi)國(guo)家課(ke)(ke)程方(fang)案和(he)課(ke)(ke)程標準，開齊開足勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)課(ke)(ke)程和(he)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)周(zhou)；職業(ye)(ye)(ye)(ye)院校要(yao)把勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)精神(shen)、勞(lao)(lao)(lao)(lao)(lao)模精神(shen)、工匠精神(shen)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)有機地融入公共基礎課(ke)(ke)和(he)專業(ye)(ye)(ye)(ye)課(ke)(ke)程；普(pu)通高等學校要(yao)把勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)與思政(zheng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)、專業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)和(he)創(chuang)新創(chuang)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)相結合。二是(shi)活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)育(yu)(yu)(yu)(yu)人(ren)，利用勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)節(jie)、植樹節(jie)、端午節(jie)、志愿者日等重(zhong)大節(jie)慶日，組織開展(zhan)豐富多彩(cai)的(de)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)主題教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，以(yi)鮮明正確(que)的(de)價值導向(xiang)引導學生(sheng)，增強他們對勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)人(ren)民的(de)感(gan)情，樹立報效國(guo)家，奉獻社會的(de)家國(guo)情懷。三是(shi)實(shi)(shi)踐(jian)(jian)育(yu)(yu)(yu)(yu)人(ren)，中(zhong)小學可以(yi)利用農(nong)業(ye)(ye)(ye)(ye)生(sheng)態園(yuan)、產(chan)業(ye)(ye)(ye)(ye)科技(ji)園(yuan)等社會資(zi)源(yuan)開展(zhan)實(shi)(shi)踐(jian)(jian)活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)；職業(ye)(ye)(ye)(ye)院校和(he)普(pu)通高等學校可以(yi)選(xuan)擇包括(kuo)現(xian)代(dai)農(nong)業(ye)(ye)(ye)(ye)、工業(ye)(ye)(ye)(ye)和(he)現(xian)代(dai)服(fu)務業(ye)(ye)(ye)(ye)在內的(de)各(ge)類產(chan)業(ye)(ye)(ye)(ye)項目(mu)開展(zhan)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)實(shi)(shi)踐(jian)(jian)，以(yi)提升學生(sheng)的(de)創(chuang)造性勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)能力(li)(li)。四(si)是(shi)文化育(yu)(yu)(yu)(yu)人(ren)，將(jiang)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)價值觀、勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)精神(shen)、勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)品(pin)質(zhi)的(de)養(yang)成教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)融入校園(yuan)文化建設(she)之中(zhong)，營造崇尚勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)、熱(re)愛勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)良好校園(yuan)風氣，讓學生(sheng)在潛移默化中(zhong)樹立勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)最光榮、勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)最崇高、勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)最偉大、勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)最美(mei)麗的(de)觀念。

　　開放發展：形成多方協同育人格局

　　勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)的(de)(de)開放(fang)發(fa)(fa)展(zhan)離(li)不開多(duo)方(fang)(fang)協同(tong)(tong)育(yu)(yu)(yu)人(ren)。加快培養(yang)符合(he)新(xin)質生(sheng)(sheng)產(chan)力要求的(de)(de)新(xin)型勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)者(zhe)，需(xu)要多(duo)方(fang)(fang)密切(qie)配(pei)合(he)，建立協同(tong)(tong)機制，形(xing)成(cheng)(cheng)育(yu)(yu)(yu)人(ren)合(he)力。為(wei)此，一是(shi)家(jia)(jia)長(chang)要主動(dong)(dong)(dong)(dong)(dong)盡(jin)責(ze)，樹(shu)立崇(chong)尚勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)的(de)(de)良好(hao)家(jia)(jia)風，引導孩子主動(dong)(dong)(dong)(dong)(dong)參與(yu)(yu)家(jia)(jia)務勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)和(he)社(she)會(hui)實(shi)(shi)踐(jian)(jian)活(huo)動(dong)(dong)(dong)(dong)(dong)，積極(ji)參與(yu)(yu)學(xue)(xue)校(xiao)(xiao)(xiao)組織(zhi)的(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)指(zhi)導培訓和(he)家(jia)(jia)校(xiao)(xiao)(xiao)互動(dong)(dong)(dong)(dong)(dong)活(huo)動(dong)(dong)(dong)(dong)(dong)，共同(tong)(tong)關注(zhu)孩子的(de)(de)成(cheng)(cheng)長(chang)。二(er)是(shi)學(xue)(xue)校(xiao)(xiao)(xiao)要積極(ji)主導，特別是(shi)普通高(gao)等(deng)學(xue)(xue)校(xiao)(xiao)(xiao)要將勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)有(you)機納入專業(ye)教育(yu)(yu)(yu)、創新(xin)創業(ye)教育(yu)(yu)(yu)，不斷深化產(chan)教融合(he)，加強(qiang)高(gao)校(xiao)(xiao)(xiao)與(yu)(yu)行業(ye)骨(gu)干企業(ye)、高(gao)新(xin)企業(ye)、中小(xiao)(xiao)微企業(ye)緊密協同(tong)(tong)，注(zhu)重分析(xi)相(xiang)關勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)形(xing)態(tai)發(fa)(fa)展(zhan)趨勢，強(qiang)化勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)品質培養(yang)。三是(shi)社(she)會(hui)要有(you)效支持，工廠、農業(ye)基地、博物館、福利院(yuan)等(deng)各方(fang)(fang)面應充分履行社(she)會(hui)責(ze)任，為(wei)大中小(xiao)(xiao)學(xue)(xue)提供勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)所需(xu)的(de)(de)實(shi)(shi)踐(jian)(jian)場所。高(gao)新(xin)企業(ye)應加強(qiang)與(yu)(yu)學(xue)(xue)校(xiao)(xiao)(xiao)合(he)作，積極(ji)開發(fa)(fa)實(shi)(shi)踐(jian)(jian)性課(ke)程，共同(tong)(tong)建立實(shi)(shi)習基地和(he)實(shi)(shi)訓基地，通過真實(shi)(shi)的(de)(de)生(sheng)(sheng)產(chan)實(shi)(shi)踐(jian)(jian)和(he)創新(xin)項目，為(wei)學(xue)(xue)生(sheng)(sheng)體驗現代(dai)科技條件下勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)實(shi)(shi)踐(jian)(jian)新(xin)形(xing)態(tai)、新(xin)方(fang)(fang)式(shi)提供支持，為(wei)培育(yu)(yu)(yu)新(xin)型勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)者(zhe)打好(hao)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)底色。

　　共享發展：促進優質資源共建共享

　　勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)共享發展要依托優(you)(you)質資(zi)源共建共享。為(wei)了(le)更好(hao)地推進(jin)勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)提(ti)(ti)質增效，在教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)數字化轉型背景下，教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)行政(zheng)部門需要做好(hao)三(san)個方(fang)面(mian)(mian)的(de)建設：一是(shi)加(jia)強勞(lao)(lao)動(dong)(dong)(dong)課程資(zi)源的(de)共建共享，有效整合區(qu)域內學(xue)校(xiao)勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)精品課程、優(you)(you)秀課件、校(xiao)本教(jiao)(jiao)(jiao)(jiao)材以及典型案例等優(you)(you)質資(zi)源，擴大優(you)(you)質資(zi)源覆(fu)蓋面(mian)(mian)，為(wei)各(ge)(ge)級各(ge)(ge)類(lei)學(xue)校(xiao)有效落實勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)提(ti)(ti)供借鑒(jian)和參(can)考。二是(shi)加(jia)強勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)平臺的(de)互(hu)聯共享，全面(mian)(mian)打造(zao)區(qu)域勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)數字化管理(li)平臺，實現對各(ge)(ge)級各(ge)(ge)類(lei)學(xue)校(xiao)勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)智能化管理(li)和精準化評估，提(ti)(ti)高教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)公(gong)共服務(wu)水平，增強勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)育(yu)(yu)(yu)人成效。三(san)是(shi)加(jia)強勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)師(shi)資(zi)的(de)互(hu)通共享，邀請各(ge)(ge)行各(ge)(ge)業的(de)工匠大師(shi)、非遺傳承人、勞(lao)(lao)動(dong)(dong)(dong)模范擔任學(xue)校(xiao)勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)指(zhi)導(dao)專(zhuan)家，為(wei)學(xue)生提(ti)(ti)供專(zhuan)業指(zhi)導(dao)和行業知識(shi)。同(tong)時，組(zu)建區(qu)域勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)專(zhuan)家委員會和專(zhuan)家資(zi)源庫，為(wei)學(xue)校(xiao)提(ti)(ti)供勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)實施所需的(de)人才(cai)支持。

　　《日報》（2024年(nian)04月30日?15版）