职业院校实施劳动教育的空间逻辑

Spatial Logic of Implementing Labor Education in Vocational Schools

劳动教育作为一项具有多维性和立体性特征的教育实践活动,蕴含着丰富的空间性,需要多维空间作为其实践的载体,因而职业院校实施劳动教育必须严格遵循其现实展开的空间逻辑。空间范畴是对职业院校实施劳动教育在空间功能、空间属性和空间环境三个方面的本质规定,具有丰富的理论内涵,指引了职业院校实施劳动教育的空间实践。然而,在职业院校实施劳动教育的具体实践过程中,分别出现了知识空间与实践空间分离、工具空间和价值空间冲突、教学空间和工作空间桎梏的三重空间矛盾,阻碍了劳动教育融入职业教育人才培养的全过程。为此,要通过设计课程体系,促进职业院校劳动教育空间功能整合;通过践行主流价值,实现职业院校劳动教育空间价值引领;通过明晰职能分工,增强职业院校劳动教育空间协同效应,最终构建起多元立体、纵横联动的职业院校劳动教育空间体系。

As the educational practice with multi-and tridimensional characteristics, labor education contains abundant spatiality, meaning that its implementation needs multi-dimensional space as the carrier. Therefore, vocational schools must strictly follow its realistic spatial logic when carrying out this education. According to spatial category, spatial function, attribute and environment essentially regulates the implementation of labor education, having rich theoretical connotation and giving guidance to the spatial practice of labor education in vocational schools. However, in practice, there are three space contradictions. The separation of knowledge and practice space, the conflict of tool and value space, and the obstruction of teaching and work space hinder the integration of labor education into the whole process of talent cultivation in vocational education. To build a multi-dimensional, vertically and horizontally linked spatial system of labor education, it is necessary to take some measures. They probably include that designing the curriculum system to promote the spatial function integration, practicing the mainstream value to lead the space value, and clarifying the functions division to enhance the spatial synergy.