There are misunderstandings about labor education.

The misunderstanding of labor education is mainly manifested in the coexistence of "education without labor" and "education without labor". The so-called "education without labor" refers to education that only pays attention to labor theory and labor concept, but does not pay attention to cultivating students' labor ability and labor habits. The so-called "labor without education" simply equates labor education with letting students participate in labor and work, and even regards labor as a means of punishing students. For example, punishing duty is a common method used by primary school class teachers. The result is not only not conducive to the promotion of labor concept and spirit, but also makes students hate and evade labor, which violates the original intention of labor education. Labor education should not only cultivate students' labor ability and quality, but also cultivate students' labor habits and quality, cultivate students' labor concept, and guide students to respect labor and ordinary workers.

02

Lack of Multiple Subjects in Labor Education

After several years of hard work, the idea that "the whole society should care about labor education in primary and secondary schools" has been gradually accepted by people, but the problem of "social dilution" still exists. As He Yunfeng thought, "how to provide support for labor education in primary and secondary schools from all walks of life and form an atmosphere in which the whole society attaches importance to labor education is also a difficult problem." The deep participation of government, society, enterprises and families is an important way to solve this problem, but it is necessary to think about building a set of institutional mechanisms to effectively stimulate and protect the enthusiasm and enthusiasm of multiple subjects to participate in labor education in primary and secondary schools.

03

Lack of labor education resources

For a long time, the weakening of labor education in primary and secondary schools has caused the lack of labor education teachers in schools. The shortage of labor education teachers can not only meet the needs of offering labor courses and organizing labor practice, but also make it difficult to offer high-quality labor courses and labor practice activities with regional and school-based characteristics. The form and content of campus labor are single, and daily life labor such as cleaning and green plant maintenance is often the main task, and the number and coverage of labor posts are relatively limited. Moreover, the necessary supporting resources for labor education, especially for productive labor and service labor, such as special workplaces, labor tools, labor facilities and labor instructors, are also relatively lacking. These resources are difficult to be solved by primary and secondary schools themselves in a short time.

04

The requirements of reeducation through labor are difficult to implement.

The requirements of labor education in primary and secondary schools have not been fully implemented, which are manifested in three aspects: first, labor education in primary and secondary schools is mainly based on daily life labor education, and the proportion of productive labor and service labor in the system of senior primary and secondary school students is seriously insufficient; Second, productive labor and service labor are only a few typical demonstrations, and it is impossible to spread them out in an all-round way and cover every student; Third, the content of labor is seriously out of touch with the times. Productive labor is relatively simple, such as doing farm work, going to nursing homes to take care of the elderly, cleaning and so on. , and reflect the characteristics of the new era, high-tech production labor and service labor is less.