(1) Lack of correct understanding of labor education

Most managers and teachers working in higher vocational colleges have some mistakes. They think that vocational and technical education is the same as labor education, and students pass labor education by mastering vocational skills, but this concept will have many constraints on the concept of labor education.

Even some teachers and administrators will simplify the related concepts of labor education, which is simply equivalent to the previous "obligation", focusing on strict inspection of students' dormitory hygiene and organizing students to carry out voluntary labor in higher vocational colleges. They simply think that as long as students are organized to carry out certain labor behaviors, the main goals and tasks of labor education will be realized.

(2) There are defects in labor education institutions.

Labor is the main form of practice, which is not only an important part of vocational and technical education, but also the main manifestation of labor education practice. However, with the increasing enrollment scale of higher vocational colleges, the tools, facilities and practice places can't meet the actual needs, and students can't have the opportunity to participate in practical activities in the field of school-enterprise cooperation.

The relationship between vocational and technical education and labor education is usually more prominent in the organic combination of vocational and technical education and productive labor. Only by cooperating to build a suitable practice base can students better participate in specific practice activities. Therefore, higher vocational colleges must build a suitable platform for students to ensure that students master more knowledge in practice.

(3) The curriculum structure of labor education is flawed.

The content and quality of labor education courses will directly affect the results achieved. First of all, it pays too much attention to the labor education in skills, but not to the guidance of students' personality shaping and the formation of three views. Secondly, the curriculum design lacks integrity, there are not many links between subjects, and the curriculum system is flawed.

Finally, there are many defects in the teaching material system, educational standards or teachers' team, which can not provide enough support for labor education. This is not only the three problems that affect the establishment of the curriculum structure of labor education, but also the core factor that affects the effect and quality of labor education.