Reflections on Reading 94 "Labor Education and Man's All-round Development"

Laizhou Wenfeng Middle School? journey

"When a millet is planted in spring, 10,000 seeds will be harvested in autumn; There is no waste of heaven and earth, and the toiling peasants are still starving to death. Weeding is at noon, and sweat drips down the soil; Who knows that Chinese food is hard? " Li Shen's Two Poems of Compassion for Peasants is probably the first poem for children in China to receive labor education. Also, "a porridge and a meal is not easy to think about; Half a thread, always thinking about material difficulties, "there is gratitude in hard work." "Work at sunrise, rest at sunset", "Keep the house thrifty", "Get rich through hard work" and "No pains, no gains" are our inherited labor laws. In traditional culture, learning to work has always been our traditional virtue.

The educational goal of our country has long been to cultivate "socialist modern talents with all-round development in morality, intelligence, physique, beauty and labor", and labor education occupies a place in the goal of "five educations". Labor education is an important part of education, which enables students to establish a correct labor concept and attitude, love labor and working people, and form labor habits.

Today, I read this article about "labor education" by Suho, and I felt his comprehensive understanding of labor in a broad sense and his profound understanding of personal labor creativity. I realized that the purpose of labor education is not only to master knowledge, skills and skills, but also to form moral experience and exercise spiritual strength until personal labor interests and professional hobbies are formed.

As we all know, the fundamental difference between people and animals is that people can use and make tools. Therefore, Marx believes that labor is the foundation and premise of human society. In fact, in the process of human development, labor not only creates people, but also creates human material wealth and spiritual wealth accumulated from it. After the industrial revolution in Britain, human labor has become how to effectively manipulate the operation of machines, private school education and apprenticeship education have become centralized teaching education with classes as the unit, and the efficiency of education has been greatly improved. Education serves for labor, and it doesn't need labor. How to pass on education? Therefore, I think that labor is the starting point of education. Looking closely, labor is a personalized creative activity, including manual labor and mental labor. Every student should have a volunteer who is interested in his work and make his own career plan. Future professional volunteers are the end of school education. Of course, this kind of "labor" does not end after going to work. It will continue to work creatively with the progress of its career, which is a lifelong learning process. In this sense, labor (learning) has no end, and education has always served labor.

Suhuo's labor education thought includes two aspects, one is broad and universal labor education, and the other is the all-round development of personality.

Suho's general understanding of labor education is, "We believe that the mission of school education is to make labor enter the spiritual life of individual and collective life, and to make love of labor become one of the most important qualities of a person as early as adolescence and early youth." When discussing the basic principles of 13 labor education, he first mentioned the principle of combining labor literacy with general development (all-round development of morality, intelligence, beauty and physique), and pointed out that "labor not only includes perfecting practical skills and skills, mastering skills, but also includes the role and position of labor activities in people's spiritual life, including the fullness and integrity of intelligence, the enrichment of morality and the civic purpose of labor creation activities". He combined the concept of "labor literacy" with skills and skills, thinking and creation, spiritual life, moral strength and normative responsibility. Labor (including mental labor) is to gain self-esteem, self-confidence and self-education through re-creation on the premise of acquiring skills. Originally, this "literacy" is a cognitive process in which people participate in physical and mental labor. When discussing the principle of 13, he mentioned the interdependence of all kinds of labor, and especially pointed out that "it is shameful to be careless and love the glory of labor." Only the life of workers is full of cultural treasures and spiritual wealth, which an idle person can't enjoy. This view is simply what we often say today, "labor creates wealth", including the creation of material wealth and spiritual wealth.

Regarding the role of labor in the all-round development of students' personality, Su Huo also discussed seven categories of labor education, and specifically mentioned the purpose of labor education, the creativity of individual labor and the value of labor results. He believes that for the purpose of labor, it is necessary to master knowledge, skills and skills, form moral concepts and exercise spiritual strength; For personalized labor, we must have creative intentions and means, not work for labor's sake; The value of labor includes not only material achievements, but also spiritual achievements and social values. My understanding is that grasping these points should be the important role of labor in the development of students' personality described by Su Huo.

Then, combined with his own experience of leading students to participate in practical labor and learning activities (mental work), Su Huo expounded an important conclusion: let the sense of dignity of workers become the source of motivation. This view once again confirms the spiritual strength of self-education mentioned by Suho, and also deepens my understanding of "labor is the starting point of education". Specific to students' daily activities in the classroom, Su Huo believes that students' mental work is to accumulate spiritual wealth. He mentioned that teaching advice is a combination of two ways. One way is to study the compulsory labor courses stipulated in the syllabus, just like our current comprehensive practical activities, including community service, research-based learning, labor technology and information technology. Another way is to do voluntary labor according to students' quality, interests and hobbies, just like the diversified club courses or activities we offer now. Seeing Su Huo's two teaching suggestions, I think the first way is to cultivate students' labor literacy and form people who love labor, which is the universal significance of labor education; The second way is to cultivate students' personality development ability and make personalized preparations for the future social division of labor. In this way, especially the second way of labor education, it just shows that labor is the export or temporary "destination" of education.

Not only that, Su Huo also saw the future of students' personality development. He used the word "happiness" to express students' moral understanding and inner feelings about participating in their favorite creative work. He said that "the important regularity of personality performance is to make every student achieve excellent results in the activities he loves-to master the skills of labor and achieve a perfect situation" and "to give happiness to anyone engaged in any labor, which means that he should be helped in countless ways. I think this should be the first educator who put forward the argument that "labor makes people happy". At the same time, he also saw the urgency of social division of labor for various labor needs. " The division of labor based on the high science and technology of social production will ensure that everyone can freely choose activities that can give full play to their talents. "Now it seems that the broad understanding of the word" apply what you have learned "is that every student can find a job that interests him when he goes to the society, which is also the original intention of our education and teaching. The purpose of education is to make people better participate in labor. As long as it is creative work, it can make people feel happy. Therefore, labor is the starting point and end point of education.

Now there is a reading viewpoint called "reading the whole book", which can systematically grasp the author's thoughts and spiritual essence. I tried to sort out the "Advice to Teachers" as a whole, and my discovery was that Su Huo's educational view was probably a progressive process of increasing order: skill education-regular education-emotional education-self-education-harmonious education-happiness education. Skills education is for labor and problem solving, routine education is for behavior habits and norms, emotional education is for teachers and students to know and learn, self-education is for self-experience and spiritual reflection, harmonious education is for understanding objects and expressing themselves, and happiness education is for self-realization. Strictly speaking, happiness education is not a form of education, it is a goal or spiritual wealth, and it is the final result of all good education. Various forms of education before happiness education are supported and maintained by various forms of labor (including mental labor). To put it bluntly, the so-called happiness must be obtained by labor. Workers (learners) feel happy when they gain material wealth and spiritual wealth through labor and create value for society.

There is a cloud at the beginning of the Book of Changes: "Heaven is healthy, and gentlemen are constantly striving for self-improvement; The terrain is Kun, and the gentleman carries things with morality "; Marx said, "Labor plays a decisive role in the formation and development of human beings"; Dewey said, "Education is life"; Tao Xingzhi said that "life is education" and so on all imply the truth that labor creates a happy life. Tao Xingzhi's famous educational thought of "teaching, learning and doing in one" is similar to Su Huo's view of labor education.

Simply put, practice makes true knowledge, and practice is labor; Looking from a distance, the ultimate goal of labor education is to enable students to live a happy life.