First, the dimensions of effectiveness evaluation of labor education
The fundamental basis for measuring and evaluating the effect of labor education is the degree of realization of the goal of labor education. Therefore, the evaluation of the effect of youth labor education can be decomposed into the following four specific dimensions: cognition of basic labor common sense, recognition of labor emotion, internalization of labor will and belief, and stability and consistency of labor behavior.
(A) the understanding of basic labor knowledge
Contemporary teenagers grow up in the era of artificial intelligence with rapid development of science and technology, and their material living standards are relatively high. In addition, most teenagers are only children, and there are fewer opportunities for labor practice since childhood, which leads to their lack of perceptual and rational understanding of labor. Therefore, labor education should first make teenagers understand basic labor common sense, which is the basis of forming positive labor outlook and good labor habits, and also the basic goal of labor education. Consciousness reflects the stimulation degree of teenagers to obtain basic labor knowledge information. Knowledge and understanding are the premise of action, so testing teenagers' labor knowledge is a necessary index to evaluate the educational effect. We need to know whether teenagers can consciously realize the meaning and value of labor, such as the nature and historical position of labor, the relationship between manual labor and mental labor, and labor and happiness.
(B) the degree of recognition of labor feelings
It is not enough for the effect of youth labor education to stay at the cognitive level. Promoting them to form good working habits, making them work diligently, consciously and bravely, and laying the foundation for their lifelong development and happiness in life is the ultimate goal of labor education. From cognition to behavior, it is inseparable from the intermediary of emotional identity. The purpose of labor education is not only to let teenagers know and understand what labor is, but also to spread labor concepts, emotions, attitudes and values with labor facts and knowledge as the carrier. The main goal is to make teenagers identify, convince and internalize the labor ideas advocated and taught by educators as their own beliefs and attitudes. Therefore, to evaluate the effect of labor education, it is also necessary to measure teenagers' emotional identity with labor.
(C) the degree of internalization of labor will and belief
This refers to the extent to which teenagers turn the requirements of labor education into internal beliefs, attitudes and qualities. It is based on the recognition and acceptance of positive labor concept, the further recognition and acceptance of labor concept, emotion, attitude and values conveyed by educators, and the highest assimilation reaction of teenagers to educational information. Effective labor education activities should promote the internalization of young people's labor concepts. Of course, we should also realize that this highest degree of assimilation cannot be achieved by one or two educational activities, but the degree of internalization must be put forward as an index to evaluate the effect of labor education. This is the key link for the effectiveness of labor education and the starting point for the formation of young people's labor quality and behavior. The test of internalization can be manifested through labor cognition, emotion and attitude, and can also be manifested as overcoming labor difficulties, striving to temper labor will, and faith and belief in labor. On the one hand, the test of internalization can be based on teenagers' self-evaluation and self-statement, on the other hand, it depends on the observation of teenagers' labor attitude and labor behavior choice tendency.
(D) the stability and consistency of labor behavior
The three dimensions described above are internalized, while labor behavior is explicit, which is also the externalization stage of educational effectiveness, and it depends more on the observation and analysis of labor behavior. Teachers and parents can evaluate teenagers' attitudes and behaviors in school activities, family life and social welfare activities. A teenager who develops good work habits can not only actively work and study hard at school and at home, but also actively participate in social welfare work. Such behavior can generally reflect the effectiveness of education, indicating that teenagers have good stability and consistency of work behavior.
Second, the evaluation criteria of the effectiveness of labor education
Evaluation standard embodies the value standard on which evaluation activities are based. According to the goal of youth labor education, the most basic criterion of the effect of labor education should be whether they can work voluntarily and wholeheartedly. This kind of behavior is not accidental, forced, for the purpose of coping, but should be conscious and try your best. Teenagers of different ages have individual differences in labor frequency, behavior level and achievement, even at the same age. Therefore, the effectiveness of labor education can not be simply evaluated by the number of labor times, the level of labor behavior and the results of labor, but also depends on whether individuals are willing to invest in appropriate labor activities. We can't ask teenagers to work beyond their age level, otherwise it will violate the educational goal and is not conducive to the healthy growth of teenagers. The so-called dedication can be regarded as the stimulation of labor enthusiasm, the improvement of labor consciousness and the consistent embodiment of labor behavior. Specifically, it can be evaluated from the following three aspects.
1, whether it forms a systematic, conscious and self-consistent concept of labor.
Effective labor education can not only help teenagers develop good labor habits, but also form a correct view of labor, so that teenagers can reach a rational level in their cognition of labor, so as to better understand the value that teachers and parents require them to cultivate labor habits from an early age. In short, with such rational cognition, teenagers' attitudes and concepts towards labor will be systematic, conscious and self-consistent, which is also one of the important criteria for evaluating the effect of labor education.
2. Can teenagers get a positive and happy labor emotional experience?
The effect of youth labor education should not only pay attention to the external behavior, the frequency of participation in labor, the results of labor and other visible aspects, but also pay attention to the inner emotional experience of young people. This is related to their attitude towards the working people and whether their enthusiasm, initiative and consciousness are improved. The formation of teenagers' good working habits needs to go through the process from heteronomy to self-discipline. Only self-discipline can make their future habits natural, and positive and pleasant working emotional experience is the key factor for the sustainable development of behavior.
3, whether to highlight the necessary character and key ability to meet the needs of adolescent lifelong development and social development.
This is a developmental standard, which mainly reflects the vertical comparison of teenagers. The ultimate goal of labor education is to lay the foundation for teenagers' lifelong development and happiness in life, not just to meet the needs of survival. Therefore, labor education should also cultivate their character and ability for future growth and development, such as the spirit of cooperation with others, self-reliance and self-improvement, tenacious will and innovative ability, so as to lay a good foundation for them to become happy people in the future.
Third, evaluate the effect of labor education.
How to overcome the subjectivity of evaluation and make the evaluation of the effect of reeducation through labor as objective and accurate as possible is a problem that needs further discussion, and we need to think about the dimensions and standards of evaluation.
The evaluation standard of the effectiveness of labor education is relative to the specific subject, purpose, content, method and environment. It is measured by certain reference and comparison, and there is no absolutely objective and accurate evaluation standard. On the basis of recognizing the relativity of the evaluation of the effect of reeducation through labor, we should pay attention to its objectivity and accuracy as much as possible, which can really help the implementation of reeducation through labor. Specifically, the following four "persistences" need to be achieved.
1, adhere to the combination of multi-agent evaluation.
The main body of labor education is not only teachers, but also parents and peers. In order to have a relatively objective and accurate evaluation of the effectiveness of youth labor education, all relevant evaluation subjects should be considered. The evaluation forms include teacher evaluation, parent evaluation, peer evaluation and adolescent self-evaluation. Considering that teenagers are underage and their mental development is not particularly mature, their ability to accurately and rationally evaluate others and self-evaluation needs to be further enhanced. In contrast, teachers and parents who are adults are more likely to grasp the objectivity of their own evaluation. Therefore, although they insist on multi-subject evaluation, teachers and parents should give priority to their evaluation in primary and secondary schools, especially in lower grades.
2. Adhere to the diversification of evaluation forms.
We should combine external behavior with internal experience. The existing evaluation methods ignore the subjective initiative of teenagers themselves. Teenagers need the education and guidance of schools, parents and society, form a positive outlook on labor and cultivate working habits. The key link is that teenagers play their subjective initiative and internalize labor education. In the process of changing from heteronomy to self-discipline, the inner motivation of teenagers' subjectivity, autonomy and creativity plays a decisive role. Therefore, to evaluate the effect of youth labor education, we should not only look at the external labor achievements, but more importantly, pay attention to whether teenagers have positive emotional experience, whether they can work responsibly, whether their labor enthusiasm is stimulated, whether they have labor consciousness and so on.
3. Adhere to the combination of qualitative evaluation and quantitative evaluation.
In the evaluation of the effect of labor education, if it is simply presented in a quantitative way, it can not accurately show the gains and growth of teenagers in labor education, but this does not affect the quantitative evaluation as a necessary supplement to the qualitative evaluation, because the qualitative evaluation has certain generality and fuzziness, and it is easy to reach the same conclusion. Adhering to qualitative evaluation as the basis and quantitative evaluation as the supplement, combining the two to evaluate the effectiveness of labor education can make the evaluation have high reference value.
It is mentioned in the opinion that the school should establish a student labor evaluation system, which includes the number of labor participation, labor attitude, actual operation and labor results. The specific labor situation and relevant factual materials are recorded in the students' comprehensive quality files as an important reference for further study and evaluation. In other words, schools can adopt the way of "labor records" in their labor practice activities. In this way, teachers, parents and students themselves can clearly see the process of students' continuous progress. Students can record their own labor education from the moment they enter primary school, and continue to record it to junior high school or even senior high school, so as to establish a complete labor file for students. This kind of record is helpful for students to master their own labor education and to carry out labor evaluation. As for the specific operation methods of labor records, different methods can be adopted according to the development characteristics of teenagers at different stages. For example, in the lower grades of primary schools, teenagers can be divided into groups, and each group can arrange a teacher or parent to help record the development of labor education. The content of the record is divided into individuals and groups, which can record the labor performance of each student in the group and the labor performance of the whole class. From the senior year, we can increase the number of recording objects, arrange teenagers to record themselves or each other, and then analyze their own and their group's performance in labor activities, sum up the progress made and find out the existing problems, and make clear the direction of further efforts.
4. Adhere to the combination of static evaluation and dynamic evaluation.
The former is right in a certain time, space and situation.