Introduction: In reality, schools are bound by examinations and evaluations, and labor education is not regarded as an indispensable part of school education. Theoretically, it recognizes the importance of labor education. In fact, it only attaches importance to intellectual education and ignores labor education, lacking long-term overall planning, and students have few opportunities to receive labor education at school.

Families lack labor education and training. For a long time, parents have neglected labor education, seriously spoiled their children and rarely let them participate in housework. At present, primary school students are involved in uncomplicated tasks such as cleaning, washing dishes, folding quilts and throwing garbage. And there are not many kinds of labor and less working time. Some parents think that housework doesn't matter and there is little labor education for their children. Doing a good job is the most important thing. It's just that their grades can't drop. They despise the traditional concept of manual labor, influence the values of the next generation with old concepts, and treat their children's shortcomings irrationally. In this long-term proud environment, it is difficult for children who have no opportunities for labor practice to have independent living ability, self-reliance ability and social adaptability.

There are misunderstandings about reeducation through labor. Some teachers do not really understand the connotation of labor education, mistakenly think that labor education is pure health, do not know what labor education contains, do not know how to carry out labor education, and lack innovation in labor education methods. Some teachers, while instilling in students the idea of loving labor, punish students who make mistakes with labor, provide students with wrong guidance, misinterpret the meaning of labor, and affect the formation of students' correct labor values.

Pupils lack self-awareness. Due to immature ideology, weak ability to judge right and wrong and poor self-control, some students have some phenomena in real life, such as lack of labor consciousness, contempt for labor ideological deviation, low enthusiasm for work, failure to cherish labor achievements, waste everywhere, poor practical ability, and inability to take care of themselves when entering a new environment. For example, in reality, some students found expensive study tools, telephone watches, clothes and so on. Put them in the lost and found office of the school and no one claimed them. Students waste food at lunch time, but they show an indifferent attitude.