摘要
当下学校中劳动教育存在“脑体二元分立”“劳动与教育分离”“劳动与实践理性分立”的现实困境。从本义上讲,劳动教育应以实践活动为核心引领,以劳动能力为自我实现之基,以劳动育德为社会发展之源。与之相应,以综合实践活动课为抓手与全方位渗透相结合为劳动教育的栽体,以日常生活劳动、生产性劳动、非生产性劳动相结合为劳动教育的内容主线,以体验式学习与项目式学习为劳动教育的主要方法这一教学方案,为新时代的劳动教育提供了可行路径。
At present,labor education has realistic predicaments of“opposition between the mind and the body”,“separation of labor and education”and“separation of labor and practical rationality”.In order to resolve these predicaments,based on the meaning of labor education,we put forward the suggestions that taking the implementation of integrative practical activity curriculum and comprehensive infiltration of other curriculum as the carrier of labor education,taking the integration of daily life labor,productive labor and nonproductive labor as the main clue of labor education,and taking the experiential learning and project-based learning as the teaching plan of the principal methods of labor plan.These suggestions provide new ideas to promote labor education.
作者
毛菊
孟凡丽
Mao Ju;Meng Fanli(Center for Teacher Education Research in Xinjiang,Xinjiang Normal University,Urutnqi Xinjiang 830054,China;Xinjiang University Urumqi Xinjiang 830046,China)
出处
《课程·教材·教法》
CSSCI
北大核心
2020年第1期11-16,共6页
Curriculum，Teaching Material and Method
基金
2016年度国家社科基金西部项目“代际视野中新疆哈萨克族文化认同变迁研究”(16XMZ044)
自治区重点学科教育学“十三五”规划课题“教师领导力现状及改进研究”(19XJKD0302)。
关键词
劳动
劳动教育
教学方案
labor
labor education
teaching plan
