摒弃异化:劳动教育幸福的实现条件及其推进路向  

Abandon Alienation:Realization Condition of Happiness in Labor Education and Its Advancing Direction

作　　者：童宏亮 TONG Hongliang(Department of Educational Sciences,Hengyang Normal College,Hengyang,Hunan 421004,China)

机构地区：[1]衡阳师范学院教育科学学院,湖南衡阳421004

出　　处：《宜宾学院学报》2023年第5期92-101,共10页Journal of Yibin University

基　　金：2020年湖南省普通高等学校教学改革研究项目“地方高师院校大学生劳动意识培养的理论与实践研究”(HNJG-2020-0701)。

摘　　要：劳动本身具有愉悦性与折磨性,这启示教育者,既要最大化劳动的愉悦性,又要最小化劳动的折磨性。从本质上讲,折磨性最小化的践行就是要摒弃劳动教育中的异化现象,从而为学生劳动教育幸福的实现创造良好的条件。基于此,教育者应摒弃劳动教育实践活动开展前的异化劳动和开展中的劳动异化,进而规避异化的劳动和矫正劳动的异化。Labor itself has pleasure and torture.This enlightens educators to maximize the pleasure of labor and minimize the torture of labor.In essence,the practice of torture minimization is to abandon the alienation phenomenon in labor education,and then create good conditions for the realization of students'happiness in labor education.Based on this,educators should abandon the alienation of labor before and during labor edu⁃cation practice activities,so as to avoid and correct the alienation of labor.

关 键 词：劳动教育 异化 幸福 

分 类 号：G40-015[文化科学—教育学原理]