近八成受访家长认同劳动课需将“出力流汗”作为重要考量 67.3%受访家长关注劳动教育是否会流于形式

Nearly 80% of the parents surveyed agree that labor classes need to take "sweating" as an important consideration. 67.3% of the parents surveyed are concerned about whether labor education will become a mere formality

自理能力培养、菜园耕种实践、厨艺技能学习、手工模型制作……当前，各地中小学依托地域资源，结合办学特色，正在开展多元立体的劳动教育实践。劳动教育不仅是落实“五育并举”的关键一环，更是帮助青少年扣好人生第一粒扣子的重要实践。学校应如何开展劳动教育？

Self-care ability cultivation, vegetable garden farming practice, cooking skills learning, manual model making... At present, primary and secondary schools in various places are carrying out multi-dimensional labor education practice relying on regional resources and combining with the characteristics of running schools. Labor education is not only a key link in implementing "five educations simultaneously", but also an important practice to help teenagers buckle the first button in their lives. How should schools carry out labor education?

前不久，中国青年报社社会调查中心联合问卷网（wenjuan.com），对1603名中小学生家长进行的一项调查显示，对于学校劳动课怎么上，67.3%的受访家长关注教育方法是否会流于形式，63.8%的受访家长看重安全防护问题。78.9%的受访家长认为，劳动课需将“出力流汗”的劳动体验作为重要考虑。

Not long ago, a survey of 1603 parents of primary and secondary school students conducted by the Social Survey Center of China Youth Daily (wenjuan.com) showed that 67.3 percent of the parents interviewed were concerned about whether the education method would become a mere formality, and 63.8 percent of the parents interviewed valued safety protection. 78.9 per cent of the parents surveyed believe that the labor experience of "working hard and sweating" should be an important consideration in labor classes.

必须立足孩子的生活实际去开展劳动教育，才能引起共鸣

Must be based on the actual life of children to carry out labor education, in order to resonate

“我儿子上小学三年级了，玩具总是丢得家里到处都是，自己从不收拾归位。垃圾也不丢进垃圾桶，弄得餐桌、书桌、茶几上到处都是。”湖北小学生家长李潇对此很发愁，“经常提醒他，也还没养成收拾整洁的好习惯”。李潇觉得，日常生活劳动是最基础的，也是孩子了解和学习其他类劳动的基本前提。

"My son is in the third grade of primary school, and his toys are always left everywhere in the house, and he never puts them back in his place. The garbage is not thrown into the garbage can, which makes the dining table, desk and coffee table everywhere." Li Xiao, the parent of Hubei primary school students, is very worried about this. "he is often reminded that he has not yet formed the good habit of tidying up". Li Xiao felt that labor in daily life is the most basic, and it is also the basic premise for children to understand and learn other types of labor.

根据《义务教育劳动课程标准（2022年版）》，学校劳动课程内容包括日常生活劳动、生产劳动、服务性劳动三大类。调查显示，64.0%的受访家长对日常生活劳动（包括清洁与卫生、整理与收纳、烹饪与营养、家用器具使用与维护4个任务群）更为关注，28.4%的受访家长关注生产劳动（包括农业生产劳动、传统工艺制作、工业生产劳动、新技术体验与应用4个任务群），7.6%的受访家长关注服务性劳动（包括现代服务业劳动、公益劳动与志愿服务两个任务群）。

According to the "Compulsory Education Labor Curriculum Standards (2022 Edition)", the content of the school labor curriculum includes three categories: daily life labor, production labor, and service labor. The survey shows that 64.0 percent of the interviewed parents pay more attention to daily life labor (including four task groups of cleaning and sanitation, arrangement and storage, cooking and nutrition, and use and maintenance of household appliances), and 28.4 percent of the interviewed parents pay more attention to production labor (including four task groups of agricultural production labor, traditional craft production, industrial production labor, and new technology experience and application),7.6 per cent of the parents surveyed were concerned about service labor (including two task groups: modern service labor, public welfare labor and voluntary service).

“日常生活中，孩子接触最多的劳动形态就是日常生活劳动。到了中学，亲身参与服务性劳动的机会才会多一些。”北京师范大学教育学部教育基本理论研究院院长班建武表示，这一数据提醒教育者开展劳动教育必须立足孩子的生活实际，才能引起他们的共鸣。

"In daily life, the labor form that children are most exposed to is daily life labor. When it comes to middle school, there will be more opportunities to personally participate in service labor." Ban Jianwu, dean of the Institute of Basic Theories of Education, Beijing Normal University, said that this data reminds educators that labor education must be based on the reality of children's lives in order to resonate with them.

“我们的教育是全人教育，注重人的整体教育”。河南省一所小学的语文教师王羽指出，如今，“劳动教育”作为独立的课程展开，正是实施全人教育的重要体现。“从学生层面看，劳动教育能够培养劳动教育观念和劳动技能；从学校层面看，劳动教育能够丰富校本课程（指学校在国家课程和地方课程基础上，根据自身办学理念、学生需求及社区资源，由教师主导开发的多样化、个性化课程体系 ，旨在补充国家课程并体现学校特色——编者注），落实立德树人的根本任务；从国家层面看，劳动教育有利于提升国民的整体劳动技能水平和精神风貌。”

"Our education is the whole person education, pay attention to the whole person education". Wang Yu, a Chinese teacher in a primary school in Henan Province, pointed out that nowadays, "labor education" is carried out as an independent curriculum, which is an important embodiment of the implementation of holistic education. "From the perspective of students, labor education can cultivate the concept of labor education and labor skills; from the perspective of schools, labor education can enrich school-based curriculum (refers to the diversified and individualized curriculum system developed by teachers based on national curriculum and local curriculum, according to their own school-running philosophy, students' needs and community resources, which aims to supplement national curriculum and reflect school characteristics-editor's note), to implement the fundamental task of establishing morality and cultivating people; from the national level, labor education is conducive to improving the overall labor skill level and spiritual outlook of the people."

67.3%受访家长关注劳动教育是否会流于形式

67.3 percent of parents surveyed are concerned about whether labor education will become a mere formality

湖北省荆州市一所小学的学生家长陈勉有点儿担心孩子学校的劳动课会流于形式，“就拿体育课来说，之前被其他学科占用、上课自由活动等情况就时有发生。如今开展劳动课，我也担心有类似的问题。”他还关注安全问题，“上劳动课难免会接触到一些农具，孩子们如果错误使用或不认真对待，一不小心容易伤到自己和他人，需要老师的叮嘱和引导。”

Chen Mian, a parent of a student at an elementary school in Jingzhou City, Hubei Province, is a little worried that the labor class at his child's school will become a mere formality, "In the case of physical education, it used to be occupied by other subjects and free activities in class from time to time. Now that labor classes are being held, I'm worried about a similar problem." He is also concerned about safety issues. "It is inevitable that children will come into contact with some farm tools in labor classes. If they use them incorrectly or do not take them seriously, they will easily hurt themselves and others if they are not careful. They need the teacher's advice and guidance."

河南马晓英的孩子今年上初中，她也十分关注劳动课是否会流于形式。她认为，真正有效的劳动课应不仅教会孩子劳动技能，还要帮助他们树立劳动意识，并将在学校学到的劳动技能拓展应用到实际生活当中去。“劳动场地、教学方式方法、学生考评办法等也要做到科学合理。”

Henan Ma Xiaoying's children are in junior high school this year. She is also very concerned about whether the labor class will become a mere formality. She believes that a truly effective labor class should not only teach children labor skills, but also help them establish labor awareness, and extend the labor skills learned in school to real life. "Labor sites, teaching methods, student evaluation methods, etc. should also be scientific and reasonable."

对于学校的劳动课，家长关注哪些方面？调查显示，67.3%的受访家长关注教育方法是否会流于形式，63.8%的受访家长看重安全防护问题，58.1%的受访家长重视课程内容丰富性，其他主要还有：课程场地规划（48.7%）、师资质量（35.6%）、量化考评（25.5%）。

What are the aspects of the school's labor lessons that parents are concerned about? According to the survey, 67.3 per cent of parents surveyed are concerned about whether the approach to education will become a mere formality, 63.8 per cent value safety and protection, 58.1 per cent value the richness of the curriculum, and other major ones are: curriculum site planning (48.7 per cent), quality of teachers (35.6 per cent), and quantitative assessment (25.5 per cent).

班建武指出，劳动教育与德智体美四育最大的不同，在于地域和文化差别特别明显，各地学校开展劳动教育应“宜工则工，宜农则农”。同时，劳动形态多样性的背后又有统一性，即对劳动观念、劳动能力、劳动习惯和品质及劳动精神4个核心素养的培养。“劳动教育要以核心素养为导向，实践层面应充分发挥各个地方、各个学校、各个家庭的主观能动性，因地制宜。”

Ban Jianwu pointed out that the biggest difference between labor education and the four education of morality, intelligence, physical education and beauty is that the regional and cultural differences are particularly obvious. Schools in various regions should carry out labor education "suitable for work, and suitable for agriculture". At the same time, there is unity behind the diversity of labor forms, that is, the cultivation of the four core qualities of labor concept, labor ability, labor habits and quality and labor spirit. "Labor education should be guided by core literacy, and the practical level should give full play to the subjective initiative of various places, schools, and families, and adapt measures to local conditions."

“‘出力流汗’是实现劳动教育目标的重要途径和载体”

"'Sweating' is an important way and carrier to achieve the goal of labor education"

北京的中学生家长周茹柠认为，学校劳动实践的强度和内容要适合学生的年龄特点，同时要特别注意不能出现“打卡式”上课，“如果只是摆摆样子，凑个热闹，不认真严肃地对待，劳动课就完全发挥不了作用。要让孩子们真正投入到劳动中去，出出力、流流汗，创造出劳动成果，才能真正感受到劳动的快乐与意义”。

Zhou Rumeng, a parent of middle school students in Beijing, believes that the intensity and content of school labor practice should be suitable for the age characteristics of students. At the same time, special attention should be paid to the absence of "punch-in" classes. "If you just put on a show, gather together a lively scene, and do not take it seriously, the labor class will not work at all. It is necessary for children to really devote themselves to labor, contribute, sweat, and create the fruits of labor, so that they can truly feel the happiness and significance of labor".

调查中，78.9%的受访家长认为劳动课要将“出力流汗”的劳动体验作为重要考虑。

In the survey, 78.9 per cent of the parents surveyed believed that the labor experience of "working hard and sweating" should be an important consideration in labor classes.

班建武分析，课标中提出，要让学生动手实践、出力流汗，接受锻炼、磨炼意志，培养学生正确的劳动价值观和劳动品质。其中，“动手实践、出力流汗”是“培养学生正确的劳动价值观和劳动品质”这一目标的实现手段。“因此，‘出力流汗’是实现劳动教育目标的重要途径和载体。”同时，他特别提醒，在开展劳动教育的过程中要注意不能把手段当成目标去追求，“要在孩子动手实践、出力流汗的过程中，将劳动教育目标融入其中，帮他们建立良好的劳动价值观和劳动品质，而不是只追求形式上出了力、流了汗就算完成了。”

According to Ban Jianwu's analysis, it is proposed in the curriculum standard that students should be allowed to practice, sweat, accept exercise, temper their will, and cultivate students' correct labor values and labor quality. Among them, "hands-on practice and sweat" is the means to realize the goal of "cultivating students' correct labor values and labor quality. "Therefore, 'sweat with exertion' is an important way and carrier to achieve the goal of labor education." At the same time, he specially reminded that in the process of carrying out labor education, we should pay attention not to pursue the means as the goal. "In the process of children's hands-on practice and sweat, we should integrate the goal of labor education into it, and help them establish good labor values and labor quality, instead of just pursuing the form of effort and sweat, even if it is completed."

“我们的劳动教育要传承的是千百年以来广大劳动者在实践当中所形成的劳动精神、劳模精神、工匠精神，具有超越历史的永恒性。而劳动知识、劳动技能、劳动形态又在不断地发展和变化。因此，劳动教育一定要处理好劳动的‘变’与‘不变’的关系。”班建武指出，劳动教育应既能体现新时代劳动技术的特点和能力要求，又能将诚实劳动、辛勤劳动、创造性劳动的劳动精神继承发扬。

"Our labor education is to inherit the spirit of labor, the spirit of model workers, and the spirit of craftsmen that have been formed in practice for thousands of years, with an eternity beyond history. And labor knowledge, labor skills, and labor patterns are constantly developing and changing. Therefore, labor education must deal with the relationship between the 'change' and 'change' of labor." Ban Jianwu pointed out that labor education should not only reflect the characteristics and ability requirements of labor technology in the new era, but also inherit and carry forward the labor spirit of honest work, hard work and creative work.

（文中王羽为化名）

(Wang Yu is a pseudonym in this article)