劳动项目式学习论析  

An Analysis of Labor Project-Based Learning

作　　者：纪德奎[1] 刘灵鸽 JI Dekui;LIU Lingge

机构地区：[1]天津师范大学,天津300387 [2]天津师范大学教育学部,天津300387

出　　处：《中国教育学刊》2025年第4期82-88,共7页Journal of The Chinese Society of Education

基　　金：国家社会科学基金项目“服务高质量育人体系的基础教育课程与教学发展研究”(项目编号:22VRC037);黑龙江省哲学社会科学规划项目“共同富裕视域下乡村学校劳动教育实践研究”(项目编号:22EDC289);2023年度黑龙江省教育厅基本科研业务费项目“指向核心素养的劳动项目式学习实践路径研究”(项目编号:145309217)研究成果。

摘　　要：劳动项目式学习是当前义务教育阶段学校落实劳动课程的有效方式,其注重以劳动价值观丰蕴学生精神内核、以体力劳动锻造学生必备品格、以创造性劳动涵育学生关键能力,凸显劳动课程学科属性与时代发展要求。为诠释劳动项目式学习的丰富内涵,其设计要在目标上升华劳动观念与劳动智慧,在过程上使真实情境与复合劳动交融,在评价上将创意表达与理性反思并重。劳动项目式学习的实施要在“镜鉴-承传”中汲取智慧,在“跨界-联动”中构设空间,在“整合-重构”中搭建通路,在“增能-赋能”中创新发展。Labor project-based learning provides an effective pathway for schools to implement Education on General Labor Skills(EGLS)during the compulsory education stage.It enriches students’spiritual core by instilling labor values,develops essential character through physical labor,and cultivates key capabilities through creative labor.This approach integrates the disciplinary attributes of EGLS with the requirements of evolving times.To fully explore its connotation,the design of labor project-based learning should elevate labor concepts and wisdom as objectives,merge authentic contexts with complex labor tasks,and balance creative expression with reflective evaluation.Its implementation requires drawing insights from“reflection and inheritance”,constructing EGLS space through“cross-border and collaboration”,building pathways via“integration and reconstruction”,and advancing innovation through“empowerment and capacity building”.

关 键 词：劳动课程标准 劳动项目 劳动价值观 项目式学习 

分 类 号：G420[文化科学—课程与教学论]