生存、生活、生产、生命:学校劳动教育实施的价值导向和进路选择  

Survival,Living,Production,and Life:Value Orientation and Implementation Approaches for School Labor Education

作　　者：杨蕊[1] 唐文静 王伟 YANG Rui;TANG Wenjing;WANG Wei(Hunan Normal University,Changsha 410081;Minzu University of China,Beijing 100081)

机构地区：[1]湖南师范大学教育科学学院,410081 [2]中央民族大学教育学院,100081

出　　处：《教育科学研究》2024年第10期68-74,共7页Educational Science Research

基　　金：2024年度湖南省基础教育教学改革项目“赋能乡村振兴的乡村学校劳动教育课程框架与实施研究”(Y20240903)的成果之一。

摘　　要：学校劳动教育的实施应遵循生存、生活、生产和生命的价值导向。其中,生存导向的劳动教育保障人类生存与发展,生活导向的劳动教育提升儿童的自主独立性与幸福感,生产导向的劳动教育回应产业发展的时代性,生命导向的劳动教育关切儿童整全发展。基于此,学校劳动教育在实施途径层面应突破劳动课的藩篱,实现多途径共同育“劳”;在场域层面应突围学校,融通家庭和社会协同育“劳”;在组织层面应遵循儿童身心发展规律,分学段科学有序育“劳”。The implementation of school labor education should follow four value orientations:survival,living,production,and life.Survival-oriented labor education ensures human survival and development,living-oriented labor education enhances children's autonomy and happiness,production-oriented labor education responds to the needs of social industrial development,and life-oriented labor education concerns the holistic development of children.Based on these value orientations,school labor education should transcend the boundaries of labor classes in its implementation approach,realizing the integrated cultivation of"labor"through multiple channels.In terms of venue,it should transcend the school setting,integrating family and community efforts for a collaborative cultivation of"labor."At the organizational level,it should adhere to the laws of children's physical and psychological development,cultivating"labor"scientifically and systematically across different educational stages.

关 键 词：劳动教育 生存 生活 生产 生命 

分 类 号：G40-015[文化科学—教育学原理]