-The head of the First Division of Basic Education of the Ministry of Education answered the reporter's question on "Opinions on Strengthening Labor Education in Primary and Secondary Schools"
A few days ago, the Ministry of Education, together with the Central Committee of the Communist Youth League and the National Youth Working Committee, issued the Opinions on Strengthening Labor Education in Primary and Secondary Schools (hereinafter referred to as the Opinions). The head of the First Division of Basic Education of the Ministry of Education answered the reporter's questions on relevant issues.
Q: What goals did the Opinions set for labor education in primary and secondary schools?
A: The Opinions not only put forward the training objectives of labor education, but also put forward the working objectives of labor education.
Training objectives: Through labor education, it aims to improve the labor literacy of primary and secondary school students, promote them to form good labor habits and positive labor attitudes, make them understand the truth that "life depends on labor creation, and life depends on labor creation", cultivate their spirit of diligent study, conscious labor and courage to create, and lay the foundation for their lifelong development and happiness in life.
Work objectives: First, in terms of macro-objectives, it is proposed to promote the establishment of a labor education system with perfect courses, rich resources, diverse models and sound mechanisms in three to five years, and form an atmosphere of universal attention to labor education. Second, at the micro level, put forward specific work paths, strengthen demonstration and guidance, promote the creation of a number of national-level labor education experimental zones, promote the creation of a number of provincial-level labor education practice bases and labor education characteristic schools, and promote the in-depth development of labor education in primary and secondary schools across the country.
Q: What paths have been clarified in the Opinions for schools around the country to carry out labor education?
A: The Opinions clarify the implementation ways of labor education, and put forward that we should earnestly grasp the key links such as related courses, on-campus labor, off-campus labor and housework.
First, implement the existing courses related to labor education. In the compulsory education stage, schools should set up labor technology education courses in the comprehensive practical activities of grades three to nine, and in the high school stage, they should set up general technology courses to define and guarantee the class hours. All localities and schools can also strengthen labor education in local and school-based courses and offer courses related to home economics, cooking, handicrafts, gardening and intangible cultural heritage. Other disciplines should also be organically integrated into labor education, such as moral education, Chinese, history and other disciplines, so as to increase the cultivation of labor concepts and attitudes, increase the cultivation of hands-on operation, labor skills and vocational skills in physics, chemistry, biology and other disciplines, and organically integrate the content of labor education into the teaching of other disciplines and related educational activities.
The second is to actively organize and carry out on-campus labor. For example, in the daily operation of the school, we should infiltrate labor education and actively organize students to participate in campus health and greening and beautification. For example, popularize campus planting, open up special areas to plant flowers, trees or crops, and let classes and students claim green plants or "responsibility fields" and take care of them. Conditional schools can appropriately carry out breeding. Vigorously carry out labor-related interest groups, societies and clubs, and carry out practical activities such as manual production, electrical appliance maintenance, class affairs arrangement, interior decoration, and work-study programs. Widely organize class meetings, model workers' reports and exhibitions of manual labor skills with the theme of labor education to improve students' labor awareness.
The third is to organize off-campus labor practice, combine study tour, group day, team day activities and social practice activities, organize students to study engineering and agronomy, and participate in public welfare labor and volunteer service. The school is required to incorporate off-campus labor into the school education work plan, and it is stipulated that every semester in primary school, junior high school and senior high school should arrange a certain period of labor practice such as agricultural production, industrial experience, business and service industry internship.
Fourth, encourage students to actively participate in housework, educate students to do things themselves, help them at home, guide students to practice Chinese traditional virtues, and participate in filial piety and love for the young. The school is required to arrange an appropriate amount of labor homework and arrange housework such as washing dishes, washing clothes, sweeping the floor and sorting out.
Q: What specific measures does the Opinions take to strengthen the protection of labor education in primary and secondary schools?
A: The Opinions put forward four requirements for the formation of the guarantee mechanism for reeducation through labor.
The first is to strengthen overall coordination. Strengthening leadership is a key step in implementing the document. The "Opinions" require education departments and schools at all levels to strengthen their leadership over labor education, clarify the main bodies and departments responsible for labor education, and especially strengthen county-level overall planning to ensure that the time, teachers, funds, venues and equipment for labor education are in place. It is also necessary to strengthen the overall planning inside and outside the school, give full play to the strength of all parties, and form a joint force.
The second is to strengthen the construction of teachers. Strengthening labor education in an all-round way requires a team of high-quality labor education teachers. The "Opinions" put forward that teachers through reeducation through labor should be treated equally in terms of salary, performance appraisal, professional title evaluation and employment, evaluation and selection of excellent teachers, and training of key teachers, so as to maintain the stability and development of the teaching staff through reeducation through labor. It is necessary to establish a team of full-time and part-time labor education teachers, broaden channels, run schools, and employ skilled craftsmen and professional and technical personnel as part-time teachers. It is necessary to strengthen training, equip full-time and part-time teaching and research personnel, organize regular teaching and research activities, promote the professional development of labor education teachers, and continuously improve the quality of labor education and teaching.
The third is to strengthen resource development. The resources of labor education itself are very rich. Factories, farms, shops and rural areas can all be places for labor education. At present, labor education resources seem to be lacking, and the key lies in insufficient development. The Opinions proposes to strengthen the development of labor education resources. Local schools are required to strengthen the construction of labor education places or practice bases according to local conditions, make full use of existing extracurricular activity places for young people, youth palaces and demonstration comprehensive practice bases to carry out labor education, actively strive for social support, make full use of social resources such as idle school buildings in school layout adjustment and idle factories in industrial structure adjustment, and establish labor education practice bases in various industries to meet the needs of labor education.
The fourth is to strengthen supervision and evaluation. The "Opinions" require education supervision departments at all levels to carry out labor education supervision and incorporate the implementation of school labor education into the scope of supervision of primary and secondary schools. At the same time, it is necessary to establish a student labor evaluation system and record the evaluation results in the students' comprehensive quality evaluation files as an important reference for further study and evaluation. The importance of labor education lies in the process, so it is necessary to strengthen the process evaluation. We hope that by strengthening supervision and evaluation, opinions can be truly implemented, and labor education can be implemented in every school and every child to promote their all-round development.