70年来我国中小学劳动教育政策的反思与改进建议

Reflections on Labor Education Policy in Primary and Secondary Schools in China in the Past 70 Years

70年来,我国中小学劳动教育政策走过了探索和重建(1949-1956)、强化和偏执(1957-1976)、调整和改进(1977-2000)、深化和创新(2001-2019)四个阶段,体现出明显的阶段性特征,并积累了丰富的经验,但也存在劳动教育课程政策和体制机制不健全、劳动教育的主体过于单一、没有把劳动教育实施效果及考核评价纳入整体的评价机制、劳动教育基础理论的研究比较薄弱等问题。在新的时代,深化劳动教育政策的对策建议是:强化目标导向和问题导向,着力增强劳动教育的目的性和针对性;充实和创新内容形态,着力增强劳动教育的科学性和时代性;坚持因地制宜,灵活多样,着力增强劳动教育的适宜性和广泛性;坚持动态开放、多方联动,确保劳动教育的实效性和长效性;总结经验,树立榜样,着力增强劳动教育的示范性和引领性。

In the past 70 years,labor education policy in primary and middle schools in China has gone through exploration and reconstruction(1949-1956),strengthening and being bigoted(1957-1976),adjustment and improvement(1977-2000),deepening and innovating(2001-2019).These four stages have accumulated rich experience.However,there are still some problems,such as the imperfect policy of labor education curriculum and system mechanism,the single subject of labor education,the failure to incorporate the effect of labor education implementation and evaluation into the overall evaluation mechanism,and the inadequate research on the theory of labor education.The countermeasures for deepening the policy of labor education in the new era are as follows:strengthening the goal-oriented and problem-oriented policy;enriching and innovate the content form;adhering to the principle of adapting measures to local conditions,being flexible and diversified;adhering to the principle of dynamic openness and multi-party linkage;summing up experience and setting an example.