新时代劳动素养评价体系建构与课程实践路径选择--以人大附中劳动教育课程建设为例

The Construction of Labor Literacy Evaluation System and the Choice of Curriculum Practice Path in the New Era:Take the Curriculum Construction of Labor Education in RDFZ as an Example

新时代背景下的劳动教育,以提高学生劳动素养为基本目标,以促进学生全面发展为根本追求,试图打破传统劳动教育的局限,探索新劳动教育课程的体系化建设。中国人民大学附属中学结合劳动素养内涵从劳动能力、劳动态度、劳动习惯、劳动观念四个维度构建新时代劳动素养评价体系,并抽取学校不同学段1979名学生进行劳动素养测评。结果显示,学生劳动素养水平存在着劳动能力偏低,劳动观念与劳动态度、劳动习惯不匹配等问题。因此,人大附中以在校学生劳动素养现状为参考,遵循全员为师的课程理念,制定素养为本的课程目标,设置需求为引的课程内容,建立过程为主的课程评价,助力劳动教育课程的体系化建设。

In the new era,labor education takes improving students'labor literacy as the basic goal and promoting students'all-round development as the fundamental pursuit,trying to break the limitations of traditional labor education and explore the systematic construction of new labor education curriculum.Combined with the connotation of labor literacy,RDFZ has constructed the evaluation system of labor literacy in the new era from the four dimensions of labor ability,labor attitude,labor habits and labor ethic,and extracted 1979 students from different sections of the school for labor literacy evaluation.The results show that there are some problems,such as low labor ability,mismatch between labor concept and labor attitude,labor habits and so on.Therefore,RDFZ takes the current situation of students'labor literacy as a reference,follows the curriculum concept of"all staff as teachers",formulates the curriculum objectives based on literacy,sets up the curriculum content guided by demand,and establishes the curriculum evaluation based on process,so as to help the systematic construction of labor education curriculum.