導語：勞動(dong)教育如何融入高職校園文(wen)(wen)化建設(she)一文(wen)(wen)來源于網(wang)友上(shang)傳，不代表本(ben)站觀點，若需要(yao)原(yuan)創文(wen)(wen)章可(ke)咨(zi)詢客服老師(shi)，歡迎參考。

摘要：在新時代“五育”并舉的教育方針指引下，勞動教育是現行教育體系(xi)中亟須加強(qiang)的一(yi)個重(zhong)要環節。勞(lao)動(dong)教育與職(zhi)業教育相伴共生，依托高(gao)職(zhi)校(xiao)園文(wen)(wen)(wen)(wen)化(hua)開展勞(lao)動(dong)教育既是必(bi)要的，也是可(ke)行的。將勞(lao)動(dong)教育融入高(gao)職(zhi)校(xiao)園文(wen)(wen)(wen)(wen)化(hua)建設(she)可(ke)從物質文(wen)(wen)(wen)(wen)化(hua)、精(jing)神文(wen)(wen)(wen)(wen)化(hua)、行為(wei)文(wen)(wen)(wen)(wen)化(hua)、制度文(wen)(wen)(wen)(wen)化(hua)4個方面(mian)入手(shou)。

關鍵詞：高(gao)職(zhi)教(jiao)(jiao)育；“五(wu)育”并舉(ju)；勞動教(jiao)(jiao)育；校園文(wen)化

黨的十八大以來，為了解決勞動教育在過去一段時間內被弱化、淡化、邊緣化的問題，構建德智體美勞全面培養的教育體系，黨和國家出臺了一系列政策和文件推進勞動教育。2019年7月，教育部出臺《關于深化教育教學改革全面提高義務教育質量的意見》，進一步指出要深化教育教學改革，堅持德智體美勞“五育”并舉。2020年3月，中共中央國務院印發《關于全面加強新時代大中小學勞動教育的意見》，對如何加強(qiang)國民教(jiao)育(yu)(yu)(yu)體系中(zhong)的(de)(de)勞(lao)動(dong)教(jiao)育(yu)(yu)(yu)做出頂層設計(ji)和(he)全面(mian)部署。“五育(yu)(yu)(yu)”并舉(ju)(ju)教(jiao)育(yu)(yu)(yu)方針(zhen)(zhen)將勞(lao)動(dong)教(jiao)育(yu)(yu)(yu)納入(ru)人才全面(mian)培養(yang)的(de)(de)教(jiao)育(yu)(yu)(yu)體系，強(qiang)調(diao)勞(lao)動(dong)教(jiao)育(yu)(yu)(yu)具有(you)不可替代(dai)(dai)的(de)(de)重(zhong)(zhong)要地位和(he)獨特價值，彌補了當(dang)前整個(ge)教(jiao)育(yu)(yu)(yu)體系中(zhong)勞(lao)動(dong)教(jiao)育(yu)(yu)(yu)的(de)(de)缺(que)位。對于高校(xiao)來說，貫徹落(luo)實“五育(yu)(yu)(yu)”并舉(ju)(ju)教(jiao)育(yu)(yu)(yu)方針(zhen)(zhen)，對于構建高水平人才培養(yang)體系，培育(yu)(yu)(yu)全面(mian)發展(zhan)的(de)(de)時代(dai)(dai)新人具有(you)重(zhong)(zhong)要的(de)(de)現實意義。

1新時代高校勞動教育的內涵和培養目標

1.1高校勞(lao)動(dong)教育的內(nei)涵(han)

勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)一(yi)個動(dong)(dong)(dong)(dong)(dong)態發展的(de)(de)(de)(de)(de)概念。我國(guo)(guo)對勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)內涵(han)的(de)(de)(de)(de)(de)認識匯(hui)集(ji)了德(de)(de)(de)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)論(lun)（認為(wei)(wei)(wei)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)德(de)(de)(de)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)一(yi)部分，如(ru)(ru)《中(zhong)(zhong)國(guo)(guo)大百(bai)科(ke)全書》[1]認為(wei)(wei)(wei)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)“德(de)(de)(de)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)內容之一(yi)”）、智育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)論(lun)（強(qiang)調勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)智育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)屬性，如(ru)(ru)成有信[2]在《教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)學原理》中(zhong)(zhong)提(ti)(ti)出勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)基本知識和(he)基本技(ji)(ji)能的(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)）、德(de)(de)(de)智一(yi)體論(lun)（將勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)視為(wei)(wei)(wei)德(de)(de)(de)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)和(he)智育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)綜(zong)合(he)體，如(ru)(ru)黃濟[3]認為(wei)(wei)(wei)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)包括(kuo)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)技(ji)(ji)能培養和(he)思(si)想品德(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)）、實(shi)踐(jian)(jian)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)論(lun)[4]（認為(wei)(wei)(wei)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)學生(sheng)參加勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)實(shi)踐(jian)(jian)活動(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)形(xing)(xing)式，如(ru)(ru)陶(tao)行(xing)知認為(wei)(wei)(wei)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)“在勞(lao)(lao)(lao)(lao)(lao)(lao)力上勞(lao)(lao)(lao)(lao)(lao)(lao)心”的(de)(de)(de)(de)(de)實(shi)踐(jian)(jian)活動(dong)(dong)(dong)(dong)(dong)）等(deng)(deng)觀點，進入中(zhong)(zhong)國(guo)(guo)特色社會主(zhu)義新(xin)時代，勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)內涵(han)日漸豐富。在高等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)領域，新(xin)時代勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)內涵(han)有：①勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)高等(deng)(deng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)人才(cai)培養體系的(de)(de)(de)(de)(de)重要(yao)組(zu)成部分，[5]體現了社會主(zhu)義辦學方(fang)向；②具有樹德(de)(de)(de)、增智、強(qiang)體、育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)美的(de)(de)(de)(de)(de)綜(zong)合(he)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)人價值(zhi)[6]；③涵(han)蓋勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)思(si)想教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)、勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)技(ji)(ji)能教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)、勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)實(shi)踐(jian)(jian)鍛煉(lian)三(san)大任(ren)務(wu)[7]；④兼顧傳統日常生(sheng)活勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)、生(sheng)產(chan)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)、服務(wu)性勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)和(he)結合(he)產(chan)業(ye)新(xin)業(ye)態、勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)新(xin)形(xing)(xing)態的(de)(de)(de)(de)(de)新(xin)型服務(wu)性勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)[8]；⑤以全面(mian)提(ti)(ti)升大學生(sheng)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)素養為(wei)(wei)(wei)核(he)心，對“勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)精神面(mian)貌、勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)價值(zhi)取向和(he)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)技(ji)(ji)能水(shui)平(ping)”[9]進行(xing)全面(mian)建構。

1.2高(gao)校勞動教育的目標

根據(ju)《關于全面(mian)加強新(xin)時代大(da)中小學勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)育(yu)的(de)(de)(de)(de)意見》，新(xin)時代勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)育(yu)的(de)(de)(de)(de)總體(ti)目標(biao)包含勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)觀念、勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)態度、勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)知(zhi)識、勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)技(ji)能、勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)習慣和品質(zhi)、勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)情感(gan)、勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)思(si)維(wei)等7個維(wei)度。[10]針對高(gao)校目前的(de)(de)(de)(de)狀況(kuang)，加強勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)育(yu)的(de)(de)(de)(de)重點在于糾正一些學生(sheng)好逸(yi)惡勞(lao)(lao)(lao)、貪(tan)圖享樂、看(kan)不起勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)人(ren)民、不珍惜(xi)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)成(cheng)果的(de)(de)(de)(de)價(jia)值傾向(xiang)；大(da)力培(pei)植學生(sheng)“熱愛(ai)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)”“熱愛(ai)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)人(ren)民”的(de)(de)(de)(de)真(zhen)摯情感(gan)；鼓(gu)勵學生(sheng)在辛勤勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)、誠實勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)的(de)(de)(de)(de)基(ji)礎上，養(yang)成(cheng)良好的(de)(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)習慣，形成(cheng)真(zhen)抓(zhua)實干、埋頭苦(ku)干、實干興邦的(de)(de)(de)(de)優良品質(zhi)；讓學生(sheng)在生(sheng)產、生(sheng)活(huo)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)中磨煉(lian)堅強意志(zhi)、學會團結協作；讓學生(sheng)在創造性勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)中學習知(zhi)識、熟練技(ji)能、體(ti)驗創新(xin)思(si)維(wei)。通(tong)過學習勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)理論和進行勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)實踐，提升學生(sheng)的(de)(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)素養(yang)，奠定學生(sheng)成(cheng)才基(ji)礎。

2勞動教育融入高職校園文化建設的必要性和可行性

2.1必要性

校(xiao)園(yuan)(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)包含物質文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)、精神文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)、行(xing)為文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)、制度(du)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)4個方面(mian)，具(ju)有互動(dong)(dong)(dong)性(xing)、滲透(tou)性(xing)、時代性(xing)、傳承性(xing)等特點，能夠(gou)實現導向、激勵(li)、陶冶和(he)(he)(he)凝(ning)聚的(de)(de)德育(yu)功能，是(shi)高校(xiao)開展勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)育(yu)的(de)(de)重要(yao)(yao)途徑(jing)和(he)(he)(he)有效(xiao)載(zai)體。首先，校(xiao)園(yuan)(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)對(dui)學(xue)生的(de)(de)影(ying)響是(shi)至(zhi)關重要(yao)(yao)的(de)(de)。學(xue)生沉浸在校(xiao)園(yuan)(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)中(zhong)，校(xiao)園(yuan)(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)凝(ning)聚著(zhu)學(xue)校(xiao)的(de)(de)歷史、傳統(tong)和(he)(he)(he)特色，體現著(zhu)學(xue)校(xiao)的(de)(de)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)品(pin)(pin)位，它(ta)對(dui)學(xue)生觀念、態(tai)度(du)、習慣和(he)(he)(he)品(pin)(pin)質的(de)(de)形成具(ju)有滲透(tou)性(xing)、持久性(xing)和(he)(he)(he)選擇性(xing)影(ying)響，而且這些(xie)影(ying)響潛移默化(hua)(hua)(hua)(hua)(hua)，是(shi)其他(ta)任何課程無法比擬(ni)的(de)(de)。其次，融(rong)入(ru)勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)育(yu)的(de)(de)內(nei)涵是(shi)全(quan)面(mian)加強和(he)(he)(he)改進新時代校(xiao)園(yuan)(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)建設(she)，發揮文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)育(yu)人功能，培養德智體美勞(lao)(lao)(lao)全(quan)面(mian)發展的(de)(de)社會主義建設(she)者和(he)(he)(he)接班人的(de)(de)必然要(yao)(yao)求(qiu)。教(jiao)育(yu)部《大中(zhong)小學(xue)勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)育(yu)指導綱要(yao)(yao)（試行(xing)）》明確要(yao)(yao)求(qiu)“在校(xiao)園(yuan)(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)建設(she)中(zhong)強化(hua)(hua)(hua)(hua)(hua)勞(lao)(lao)(lao)動(dong)(dong)(dong)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)。學(xue)校(xiao)要(yao)(yao)將勞(lao)(lao)(lao)動(dong)(dong)(dong)習慣、勞(lao)(lao)(lao)動(dong)(dong)(dong)品(pin)(pin)質的(de)(de)養成教(jiao)育(yu)融(rong)入(ru)校(xiao)園(yuan)(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)建設(she)之中(zhong)”，“開展豐(feng)富的(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)主題教(jiao)育(yu)活動(dong)(dong)(dong)，營(ying)造勞(lao)(lao)(lao)動(dong)(dong)(dong)光榮、勞(lao)(lao)(lao)動(dong)(dong)(dong)創(chuang)造偉(wei)大的(de)(de)校(xiao)園(yuan)(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)”，“讓師生在校(xiao)園(yuan)(yuan)(yuan)里近距離接觸勞(lao)(lao)(lao)動(dong)(dong)(dong)模范，聆(ling)聽勞(lao)(lao)(lao)模故事，觀摩精湛技(ji)藝，感受并(bing)領悟(wu)勤勉敬業(ye)的(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)精神，爭做新時代的(de)(de)奮(fen)斗者”。

2.2可行性

1)高(gao)(gao)職(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)旨(zhi)在培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)(yang)高(gao)(gao)素(su)質技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)人才(cai)，其(qi)人才(cai)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)(yang)過程與(yu)生(sheng)(sheng)產(chan)勞(lao)(lao)(lao)(lao)(lao)動(dong)、生(sheng)(sheng)活勞(lao)(lao)(lao)(lao)(lao)動(dong)和(he)社(she)會(hui)服務性勞(lao)(lao)(lao)(lao)(lao)動(dong)有著天然密切(qie)的(de)(de)(de)(de)(de)(de)聯系，其(qi)目標(biao)就是讓受教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)者(zhe)獲得某(mou)種職(zhi)(zhi)業(ye)(ye)或生(sheng)(sheng)產(chan)勞(lao)(lao)(lao)(lao)(lao)動(dong)所(suo)需要的(de)(de)(de)(de)(de)(de)職(zhi)(zhi)業(ye)(ye)知(zhi)識技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)和(he)職(zhi)(zhi)業(ye)(ye)道德(de)情感，它本身就涵蓋勞(lao)(lao)(lao)(lao)(lao)動(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)所(suo)有內(nei)容，所(suo)以(yi)其(qi)校(xiao)園文(wen)(wen)(wen)化(hua)也(ye)就承(cheng)載并實(shi)(shi)(shi)(shi)現著勞(lao)(lao)(lao)(lao)(lao)動(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)功能(neng)(neng)(neng)(neng)。2)高(gao)(gao)職(zhi)(zhi)校(xiao)園文(wen)(wen)(wen)化(hua)在吸收優秀傳統(tong)文(wen)(wen)(wen)化(hua)和(he)地(di)域文(wen)(wen)(wen)化(hua)的(de)(de)(de)(de)(de)(de)基礎上，更(geng)兼(jian)具行(xing)業(ye)(ye)企業(ye)(ye)文(wen)(wen)(wen)化(hua)、職(zhi)(zhi)業(ye)(ye)文(wen)(wen)(wen)化(hua)和(he)工(gong)(gong)匠文(wen)(wen)(wen)化(hua)因子，擁(yong)有勞(lao)(lao)(lao)(lao)(lao)動(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)優勢資(zi)(zi)源(yuan)。①理(li)念優勢。以(yi)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)(yang)高(gao)(gao)素(su)質技(ji)(ji)(ji)(ji)(ji)(ji)術(shu)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)人才(cai)為(wei)目標(biao)的(de)(de)(de)(de)(de)(de)高(gao)(gao)職(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，其(qi)精(jing)神理(li)念和(he)價值觀本就涵蓋著勞(lao)(lao)(lao)(lao)(lao)動(dong)光榮、技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)寶(bao)貴、創(chuang)造(zao)偉大以(yi)及追求卓越、精(jing)益求精(jing)的(de)(de)(de)(de)(de)(de)工(gong)(gong)匠精(jing)神，與(yu)新(xin)時代勞(lao)(lao)(lao)(lao)(lao)動(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)價值目標(biao)高(gao)(gao)度一(yi)(yi)致。②實(shi)(shi)(shi)(shi)踐優勢。高(gao)(gao)職(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)講求“學(xue)(xue)(xue)(xue)做創(chuang)一(yi)(yi)體(ti)(ti)”，強調“研學(xue)(xue)(xue)(xue)用并融”，更(geng)加側重對學(xue)(xue)(xue)(xue)生(sheng)(sheng)實(shi)(shi)(shi)(shi)踐動(dong)手能(neng)(neng)(neng)(neng)力的(de)(de)(de)(de)(de)(de)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)(yang)和(he)培(pei)(pei)(pei)(pei)(pei)訓，并擁(yong)有較為(wei)成熟的(de)(de)(de)(de)(de)(de)融專業(ye)(ye)實(shi)(shi)(shi)(shi)踐教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)、社(she)會(hui)實(shi)(shi)(shi)(shi)踐教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)、創(chuang)新(xin)創(chuang)業(ye)(ye)、頂崗實(shi)(shi)(shi)(shi)習、職(zhi)(zhi)業(ye)(ye)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)大賽為(wei)一(yi)(yi)體(ti)(ti)的(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)踐育(yu)(yu)(yu)(yu)(yu)人體(ti)(ti)系，為(wei)大學(xue)(xue)(xue)(xue)生(sheng)(sheng)進行(xing)勞(lao)(lao)(lao)(lao)(lao)動(dong)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)(yang)和(he)勞(lao)(lao)(lao)(lao)(lao)動(dong)實(shi)(shi)(shi)(shi)踐鍛煉(lian)創(chuang)造(zao)了(le)完備(bei)的(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)踐條件。③資(zi)(zi)源(yuan)優勢。高(gao)(gao)等職(zhi)(zhi)業(ye)(ye)院校(xiao)擁(yong)有大量的(de)(de)(de)(de)(de)(de)校(xiao)內(nei)外實(shi)(shi)(shi)(shi)習實(shi)(shi)(shi)(shi)訓基地(di)和(he)設(she)備(bei)設(she)施(shi)，擁(yong)有一(yi)(yi)批(pi)高(gao)(gao)素(su)質的(de)(de)(de)(de)(de)(de)“雙師型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師和(he)“工(gong)(gong)匠型(xing)”技(ji)(ji)(ji)(ji)(ji)(ji)師，能(neng)(neng)(neng)(neng)夠結合(he)(he)(he)專業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)對學(xue)(xue)(xue)(xue)生(sheng)(sheng)進行(xing)勞(lao)(lao)(lao)(lao)(lao)動(dong)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)、勞(lao)(lao)(lao)(lao)(lao)動(dong)精(jing)神的(de)(de)(de)(de)(de)(de)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)(yang)和(he)熏陶。④資(zi)(zi)源(yuan)整合(he)(he)(he)優勢。高(gao)(gao)等職(zhi)(zhi)業(ye)(ye)院校(xiao)的(de)(de)(de)(de)(de)(de)人才(cai)培(pei)(pei)(pei)(pei)(pei)養(yang)(yang)(yang)模式是校(xiao)企合(he)(he)(he)作、產(chan)教(jiao)(jiao)(jiao)(jiao)(jiao)融合(he)(he)(he)，有利于整合(he)(he)(he)行(xing)業(ye)(ye)、企業(ye)(ye)各(ge)種勞(lao)(lao)(lao)(lao)(lao)動(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)資(zi)(zi)源(yuan)，如實(shi)(shi)(shi)(shi)訓基地(di)、師資(zi)(zi)隊伍、管理(li)理(li)念等，對學(xue)(xue)(xue)(xue)生(sheng)(sheng)進行(xing)職(zhi)(zhi)業(ye)(ye)道德(de)、職(zhi)(zhi)業(ye)(ye)素(su)養(yang)(yang)(yang)、職(zhi)(zhi)業(ye)(ye)技(ji)(ji)(ji)(ji)(ji)(ji)能(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)培(pei)(pei)(pei)(pei)(pei)訓。

3勞動教育融入高職校園文化建設的實施路徑

3.1融入(ru)物質文(wen)化建設，奠(dian)定勞動教育基礎

校園(yuan)物質文(wen)(wen)(wen)化(hua)(hua)是指具有(you)文(wen)(wen)(wen)化(hua)(hua)意義的(de)(de)學(xue)校物質環境，包含學(xue)校建筑、景觀、文(wen)(wen)(wen)化(hua)(hua)設施等(deng)，屬于顯性(xing)文(wen)(wen)(wen)化(hua)(hua)。高職院校應充分(fen)運用線(xian)(xian)上線(xian)(xian)下的(de)(de)各(ge)種宣傳(chuan)載體(ti)和渠(qu)道，有(you)意識地將崇尚勞(lao)動(dong)(dong)、熱愛勞(lao)動(dong)(dong)、尊重勞(lao)動(dong)(dong)人民(min)、愛崗(gang)敬業(ye)(ye)、精益(yi)求精、勇于創新等(deng)價值觀念和情(qing)感態(tai)度傳(chuan)遞給(gei)學(xue)生。學(xue)校文(wen)(wen)(wen)化(hua)(hua)標識系統，如學(xue)校樓宇、道路等(deng)可(ke)以“精藝(yi)”“格物”“行(xing)知”等(deng)命名(ming)；校園(yuan)建設布局(ju)上可(ke)以借助(zhu)雕塑、景觀、文(wen)(wen)(wen)化(hua)(hua)長廊等(deng)展(zhan)(zhan)(zhan)示勞(lao)動(dong)(dong)精神(shen)、工匠精神(shen)的(de)(de)時代內(nei)涵，如擺放著名(ming)工匠的(de)(de)雕塑，打(da)造(zao)專題工業(ye)(ye)文(wen)(wen)(wen)化(hua)(hua)展(zhan)(zhan)(zhan)示園(yuan)地，開辟企業(ye)(ye)文(wen)(wen)(wen)化(hua)(hua)展(zhan)(zhan)(zhan)覽長廊等(deng)；學(xue)校線(xian)(xian)上線(xian)(xian)下宣傳(chuan)平臺(tai)可(ke)以廣泛挖(wa)掘(jue)優秀(xiu)傳(chuan)統勞(lao)動(dong)(dong)文(wen)(wen)(wen)化(hua)(hua)的(de)(de)時代價值，抓住“五(wu)一”勞(lao)動(dong)(dong)節、植樹(shu)節、職業(ye)(ye)教(jiao)育活動(dong)(dong)周、創新創業(ye)(ye)大(da)賽及挑(tiao)戰杯賽、全國(guo)職業(ye)(ye)院校技能(neng)大(da)賽、國(guo)際志(zhi)愿者日等(deng)時間節點，利用微(wei)(wei)博、微(wei)(wei)信(xin)等(deng)網(wang)絡(luo)媒(mei)體(ti)及宣傳(chuan)櫥窗、文(wen)(wen)(wen)化(hua)(hua)墻、校園(yuan)雕塑作品等(deng)形式(shi)展(zhan)(zhan)(zhan)示勞(lao)動(dong)(dong)教(jiao)育相關的(de)(de)圖、文(wen)(wen)(wen)、聲、像等(deng)，涵養學(xue)生勞(lao)動(dong)(dong)最(zui)光榮、勞(lao)動(dong)(dong)最(zui)美(mei)麗、勞(lao)動(dong)(dong)創造(zao)美(mei)好生活的(de)(de)價值觀和熱愛勞(lao)動(dong)(dong)、熱愛創造(zao)的(de)(de)真摯(zhi)情(qing)感，營造(zao)良好健康、文(wen)(wen)(wen)明(ming)進步的(de)(de)勞(lao)動(dong)(dong)文(wen)(wen)(wen)化(hua)(hua)氛圍。

3.2加強(qiang)校園精神文化建設，樹立勞動教育(yu)理念

校(xiao)(xiao)(xiao)園(yuan)精(jing)(jing)(jing)(jing)神(shen)(shen)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)是校(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)的(de)(de)(de)核(he)(he)心(xin)(xin)(xin)。高(gao)職(zhi)(zhi)(zhi)院校(xiao)(xiao)(xiao)應結合(he)自(zi)身情(qing)況，將(jiang)勞(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)育融(rong)入(ru)學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)“三風(feng)”建(jian)設和(he)校(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)核(he)(he)心(xin)(xin)(xin)理(li)念(nian)的(de)(de)(de)凝練及(ji)(ji)大(da)(da)學(xue)(xue)(xue)(xue)精(jing)(jing)(jing)(jing)神(shen)(shen)的(de)(de)(de)闡釋與傳承創新(xin)中(zhong)去。①在(zai)學(xue)(xue)(xue)(xue)風(feng)建(jian)設中(zhong)，通(tong)過(guo)系統的(de)(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)實踐活動(dong)(dong)(dong)(dong)，有針(zhen)對性地(di)(di)引(yin)(yin)導(dao)學(xue)(xue)(xue)(xue)生(sheng)建(jian)立(li)良(liang)好的(de)(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)習(xi)慣(guan)。如在(zai)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)明(ming)校(xiao)(xiao)(xiao)園(yuan)、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)明(ming)班級、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)明(ming)宿舍、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)明(ming)大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)等各類文(wen)(wen)(wen)(wen)(wen)(wen)(wen)明(ming)創建(jian)評比及(ji)(ji)勤工(gong)(gong)(gong)儉學(xue)(xue)(xue)(xue)、校(xiao)(xiao)(xiao)園(yuan)清(qing)掃(sao)、學(xue)(xue)(xue)(xue)雷(lei)鋒志愿服(fu)(fu)務、三下鄉社會實踐等活動(dong)(dong)(dong)(dong)中(zhong)，讓(rang)學(xue)(xue)(xue)(xue)生(sheng)接受勞(lao)(lao)動(dong)(dong)(dong)(dong)鍛煉，磨(mo)煉意志，養(yang)成(cheng)勤于勞(lao)(lao)動(dong)(dong)(dong)(dong)、敢于創造、吃(chi)苦(ku)耐勞(lao)(lao)的(de)(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)習(xi)慣(guan)，樹(shu)立(li)勞(lao)(lao)動(dong)(dong)(dong)(dong)自(zi)立(li)意識和(he)服(fu)(fu)務他人、服(fu)(fu)務社會的(de)(de)(de)情(qing)懷。②在(zai)教(jiao)風(feng)建(jian)設中(zhong)，將(jiang)教(jiao)師(shi)(shi)的(de)(de)(de)師(shi)(shi)德師(shi)(shi)風(feng)建(jian)設擺(bai)在(zai)首位(wei)，通(tong)過(guo)教(jiao)師(shi)(shi)愛崗(gang)敬業(ye)(ye)、兢兢業(ye)(ye)業(ye)(ye)的(de)(de)(de)奉獻(xian)精(jing)(jing)(jing)(jing)神(shen)(shen)引(yin)(yin)領帶(dai)動(dong)(dong)(dong)(dong)學(xue)(xue)(xue)(xue)生(sheng)樹(shu)立(li)正確的(de)(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)價值觀；從行(xing)業(ye)(ye)、企業(ye)(ye)引(yin)(yin)進(jin)各類技(ji)術(shu)能(neng)手(shou)和(he)勞(lao)(lao)動(dong)(dong)(dong)(dong)模范，建(jian)立(li)勞(lao)(lao)模工(gong)(gong)(gong)作(zuo)室、技(ji)能(neng)大(da)(da)師(shi)(shi)工(gong)(gong)(gong)作(zuo)室、名(ming)師(shi)(shi)工(gong)(gong)(gong)作(zuo)室，讓(rang)大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)能(neng)夠近距(ju)離感受敬業(ye)(ye)、精(jing)(jing)(jing)(jing)益、專注、創新(xin)的(de)(de)(de)工(gong)(gong)(gong)匠(jiang)精(jing)(jing)(jing)(jing)神(shen)(shen)，聆聽模范故事(shi)，探討工(gong)(gong)(gong)匠(jiang)情(qing)懷，讓(rang)勞(lao)(lao)模精(jing)(jing)(jing)(jing)神(shen)(shen)成(cheng)為青年大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)成(cheng)長成(cheng)才的(de)(de)(de)精(jing)(jing)(jing)(jing)神(shen)(shen)動(dong)(dong)(dong)(dong)力。③將(jiang)新(xin)時(shi)代“工(gong)(gong)(gong)匠(jiang)精(jing)(jing)(jing)(jing)神(shen)(shen)”融(rong)入(ru)學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)校(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)核(he)(he)心(xin)(xin)(xin)理(li)念(nian)中(zhong)，通(tong)過(guo)增(zeng)加高(gao)職(zhi)(zhi)(zhi)校(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)內涵(han)，提升學(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)職(zhi)(zhi)(zhi)業(ye)(ye)素養(yang)。如陜西工(gong)(gong)(gong)業(ye)(ye)職(zhi)(zhi)(zhi)業(ye)(ye)技(ji)術(shu)學(xue)(xue)(xue)(xue)院就將(jiang)辦(ban)學(xue)(xue)(xue)(xue)之初的(de)(de)(de)紅(hong)色(se)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)，精(jing)(jing)(jing)(jing)益求精(jing)(jing)(jing)(jing)、守正創新(xin)的(de)(de)(de)匠(jiang)心(xin)(xin)(xin)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)，與時(shi)俱進(jin)、以工(gong)(gong)(gong)為主的(de)(de)(de)專業(ye)(ye)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)，博大(da)(da)精(jing)(jing)(jing)(jing)深、歷(li)史(shi)厚重的(de)(de)(de)地(di)(di)域文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)有機融(rong)合(he)，形(xing)成(cheng)以“紅(hong)色(se)”作(zuo)底色(se)，以“工(gong)(gong)(gong)業(ye)(ye)”為靈魂(hun)，以“卓越”為境界，以“匠(jiang)心(xin)(xin)(xin)”作(zuo)特色(se)的(de)(de)(de)“紅(hong)色(se)匠(jiang)心(xin)(xin)(xin)”校(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)核(he)(he)心(xin)(xin)(xin)理(li)念(nian)，幫(bang)助(zhu)學(xue)(xue)(xue)(xue)生(sheng)堅定理(li)想信念(nian)，引(yin)(yin)導(dao)學(xue)(xue)(xue)(xue)生(sheng)傳承工(gong)(gong)(gong)匠(jiang)精(jing)(jing)(jing)(jing)神(shen)(shen)，將(jiang)其培養(yang)成(cheng)為德技(ji)并(bing)修、全面發(fa)展的(de)(de)(de)高(gao)素質(zhi)技(ji)術(shu)技(ji)能(neng)人才。

3.3加強校園行為文化建設，打造勞動(dong)教育(yu)平臺

1)將(jiang)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)納入(ru)(ru)課程(cheng)(cheng)體(ti)(ti)系(xi)。①開設(she)不少于(yu)16學時的(de)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)必修(xiu)(xiu)課，主(zhu)要圍繞(rao)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)精(jing)神(shen)(shen)、工(gong)(gong)匠(jiang)精(jing)神(shen)(shen)、勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)組(zu)織、勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)安全和(he)(he)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)法規等(deng)方面進(jin)行(xing)教(jiao)(jiao)學內容設(she)計。②將(jiang)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)融(rong)入(ru)(ru)專業(ye)(ye)(ye)(ye)課教(jiao)(jiao)學中。首先把勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)思政課程(cheng)(cheng)相結(jie)(jie)合，培(pei)(pei)養(yang)(yang)學生(sheng)(sheng)勤勉敬(jing)(jing)業(ye)(ye)(ye)(ye)、吃(chi)苦耐(nai)勞(lao)(lao)(lao)(lao)(lao)(lao)、團結(jie)(jie)合作(zuo)、嚴謹(jin)細(xi)致的(de)工(gong)(gong)作(zuo)態度；其次，把勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)專業(ye)(ye)(ye)(ye)實(shi)(shi)習實(shi)(shi)訓(xun)相結(jie)(jie)合，依托(tuo)校內外實(shi)(shi)訓(xun)基地進(jin)行(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)實(shi)(shi)踐(jian)鍛煉，讓(rang)(rang)學生(sheng)(sheng)通過(guo)模(mo)擬、安裝、維護、制作(zuo)等(deng)反復訓(xun)練(lian)，不斷提(ti)高技(ji)能熟練(lian)程(cheng)(cheng)度，錘煉“嚴謹(jin)、務(wu)實(shi)(shi)、吃(chi)苦、踏實(shi)(shi)”的(de)職(zhi)業(ye)(ye)(ye)(ye)素(su)(su)質。③將(jiang)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)納入(ru)(ru)公共基礎課和(he)(he)美(mei)育(yu)(yu)(yu)課程(cheng)(cheng)教(jiao)(jiao)學中，將(jiang)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)美(mei)、技(ji)術美(mei)、工(gong)(gong)藝(yi)(yi)(yi)美(mei)融(rong)入(ru)(ru)課程(cheng)(cheng)教(jiao)(jiao)學，通過(guo)講(jiang)解(jie)(jie)(jie)文(wen)(wen)藝(yi)(yi)(yi)作(zuo)品(pin)的(de)創(chuang)(chuang)(chuang)作(zuo)過(guo)程(cheng)(cheng)和(he)(he)解(jie)(jie)(jie)讀群(qun)眾性藝(yi)(yi)(yi)術實(shi)(shi)踐(jian)活(huo)(huo)動(dong)(dong)(dong)(dong)讓(rang)(rang)學生(sheng)(sheng)感悟、謳歌、弘揚勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)精(jing)神(shen)(shen)。2)將(jiang)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)納入(ru)(ru)校園(yuan)文(wen)(wen)化(hua)(hua)活(huo)(huo)動(dong)(dong)(dong)(dong)中。①在大(da)學生(sheng)(sheng)文(wen)(wen)化(hua)(hua)藝(yi)(yi)(yi)術節、宿舍文(wen)(wen)化(hua)(hua)節、體(ti)(ti)育(yu)(yu)(yu)文(wen)(wen)化(hua)(hua)節中創(chuang)(chuang)(chuang)作(zuo)展示體(ti)(ti)現勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)精(jing)神(shen)(shen)、職(zhi)業(ye)(ye)(ye)(ye)精(jing)神(shen)(shen)、工(gong)(gong)匠(jiang)精(jing)神(shen)(shen)的(de)歌舞、書畫、詩歌、小品(pin)等(deng)文(wen)(wen)藝(yi)(yi)(yi)作(zuo)品(pin)，涵(han)養(yang)(yang)學生(sheng)(sheng)的(de)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)情(qing)懷。②打(da)造(zao)道德講(jiang)堂(tang)、企業(ye)(ye)(ye)(ye)文(wen)(wen)化(hua)(hua)講(jiang)堂(tang)、校友大(da)講(jiang)堂(tang)等(deng)文(wen)(wen)化(hua)(hua)交流(liu)平臺，開展大(da)國工(gong)(gong)匠(jiang)進(jin)校園(yuan)、青(qing)年榜(bang)樣說等(deng)豐富多彩的(de)大(da)學生(sheng)(sheng)主(zhu)題論壇(tan)活(huo)(huo)動(dong)(dong)(dong)(dong)，讓(rang)(rang)大(da)學生(sheng)(sheng)們(men)感知(zhi)(zhi)工(gong)(gong)匠(jiang)文(wen)(wen)化(hua)(hua)，感受(shou)勞(lao)(lao)(lao)(lao)(lao)(lao)模(mo)精(jing)神(shen)(shen)。③發揮社團的(de)文(wen)(wen)化(hua)(hua)育(yu)(yu)(yu)人功能，依托(tuo)電器(qi)維修(xiu)(xiu)協會(hui)等(deng)專業(ye)(ye)(ye)(ye)社團以及愛心社等(deng)公益性志愿(yuan)服(fu)務(wu)社團，開展電器(qi)維修(xiu)(xiu)及敬(jing)(jing)愛助老活(huo)(huo)動(dong)(dong)(dong)(dong)，從文(wen)(wen)化(hua)(hua)知(zhi)(zhi)識、技(ji)術技(ji)能、勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)品(pin)德方面對學生(sheng)(sheng)進(jin)行(xing)素(su)(su)質塑造(zao)，使他(ta)們(men)提(ti)升勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)技(ji)能，強(qiang)(qiang)化(hua)(hua)社會(hui)責任(ren)，養(yang)(yang)成(cheng)良好的(de)社會(hui)公德和(he)(he)為民情(qing)懷。④融(rong)入(ru)(ru)“三走進(jin)”“四進(jin)社區”等(deng)社會(hui)實(shi)(shi)踐(jian)活(huo)(huo)動(dong)(dong)(dong)(dong)。定期組(zu)織學生(sheng)(sheng)開展“三下鄉”“千名(ming)學生(sheng)(sheng)進(jin)社區”等(deng)社會(hui)實(shi)(shi)踐(jian)互動(dong)(dong)(dong)(dong)，圍繞(rao)節假日、紀念日舉辦“校企聯姻慶五一”“服(fu)務(wu)企業(ye)(ye)(ye)(ye)、工(gong)(gong)學相長(chang)”系(xi)列主(zhu)題活(huo)(huo)動(dong)(dong)(dong)(dong)，在活(huo)(huo)動(dong)(dong)(dong)(dong)中加強(qiang)(qiang)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)，引(yin)導學生(sheng)(sheng)“刻苦求知(zhi)(zhi)、扎根行(xing)業(ye)(ye)(ye)(ye)、服(fu)務(wu)社會(hui)”，在勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)中展現和(he)(he)追求人生(sheng)(sheng)價值。⑤融(rong)入(ru)(ru)創(chuang)(chuang)(chuang)新(xin)創(chuang)(chuang)(chuang)業(ye)(ye)(ye)(ye)教(jiao)(jiao)育(yu)(yu)(yu)活(huo)(huo)動(dong)(dong)(dong)(dong)。在創(chuang)(chuang)(chuang)新(xin)創(chuang)(chuang)(chuang)業(ye)(ye)(ye)(ye)課程(cheng)(cheng)體(ti)(ti)系(xi)、創(chuang)(chuang)(chuang)新(xin)創(chuang)(chuang)(chuang)業(ye)(ye)(ye)(ye)實(shi)(shi)踐(jian)訓(xun)練(lian)體(ti)(ti)系(xi)、創(chuang)(chuang)(chuang)新(xin)創(chuang)(chuang)(chuang)業(ye)(ye)(ye)(ye)大(da)賽等(deng)項目中引(yin)入(ru)(ru)勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)元素(su)(su)，讓(rang)(rang)學生(sheng)(sheng)參與校園(yuan)實(shi)(shi)體(ti)(ti)運(yun)營(ying)，并在承接市場項目、進(jin)行(xing)產品(pin)研發和(he)(he)營(ying)銷、實(shi)(shi)現創(chuang)(chuang)(chuang)新(xin)成(cheng)果(guo)轉化(hua)(hua)等(deng)活(huo)(huo)動(dong)(dong)(dong)(dong)中學會(hui)創(chuang)(chuang)(chuang)造(zao)性地解(jie)(jie)(jie)決實(shi)(shi)際問(wen)題，培(pei)(pei)養(yang)(yang)學生(sheng)(sheng)的(de)創(chuang)(chuang)(chuang)新(xin)意識、創(chuang)(chuang)(chuang)造(zao)能力和(he)(he)創(chuang)(chuang)(chuang)業(ye)(ye)(ye)(ye)素(su)(su)養(yang)(yang)，增強(qiang)(qiang)學生(sheng)(sheng)對勞(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)創(chuang)(chuang)(chuang)造(zao)幸福的(de)理性認(ren)知(zhi)(zhi)和(he)(he)實(shi)(shi)踐(jian)自覺(jue)，培(pei)(pei)養(yang)(yang)學生(sheng)(sheng)敢(gan)想敢(gan)干、敢(gan)于(yu)追夢的(de)職(zhi)業(ye)(ye)(ye)(ye)精(jing)神(shen)(shen)，為學生(sheng)(sheng)未來(lai)職(zhi)業(ye)(ye)(ye)(ye)發展積累經驗、儲備能力。

3.4加強校園制度文化建(jian)設，保(bao)障勞動教(jiao)育(yu)推進(jin)

推(tui)進勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)，制(zhi)度文化(hua)(hua)保(bao)障必不(bu)可(ke)少。學(xue)(xue)校(xiao)可(ke)從以下(xia)方(fang)(fang)面(mian)入(ru)手：①成立(li)學(xue)(xue)校(xiao)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)工(gong)作領導小組(zu)，研究制(zhi)定(ding)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)工(gong)作計劃，協調(diao)配(pei)置(zhi)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)資源(yuan)(yuan)，對(dui)(dui)學(xue)(xue)校(xiao)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)工(gong)作進行(xing)具體(ti)的指導和(he)監督；②做好學(xue)(xue)校(xiao)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)育(yu)(yu)人(ren)工(gong)作的頂層設(she)(she)計，出臺學(xue)(xue)校(xiao)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)實施辦法，明確和(he)細(xi)化(hua)(hua)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的目標、內容、途徑、方(fang)(fang)式(shi)、考核(he)評價等，設(she)(she)立(li)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)周(zhou)、勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)月，編寫勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)實踐指導手冊，建(jian)立(li)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)安(an)全保(bao)障制(zhi)度；③建(jian)立(li)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)師資隊(dui)伍建(jian)設(she)(she)機制(zhi)，加強(qiang)(qiang)對(dui)(dui)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)師的培(pei)養培(pei)訓(xun)，促進勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)師專業(ye)化(hua)(hua)，不(bu)斷提(ti)高勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)質量[11]；④將勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)納入(ru)學(xue)(xue)校(xiao)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)體(ti)系和(he)人(ren)才(cai)培(pei)養體(ti)系，從課(ke)程建(jian)設(she)(she)、資源(yuan)(yuan)配(pei)置(zhi)、管理(li)考核(he)等方(fang)(fang)面(mian)，構(gou)建(jian)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)長效機制(zhi)；⑤整合(he)家庭、學(xue)(xue)校(xiao)、企業(ye)、社會各方(fang)(fang)資源(yuan)(yuan)，構(gou)建(jian)四方(fang)(fang)協同育(yu)(yu)人(ren)機制(zhi)，實現以勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)樹德、增智、強(qiang)(qiang)體(ti)、育(yu)(yu)美(mei)的育(yu)(yu)人(ren)目標，提(ti)升學(xue)(xue)生的綜合(he)素質，助力學(xue)(xue)生成長成才(cai)。

4結語

勞(lao)動教(jiao)育(yu)是我國(guo)國(guo)民教(jiao)育(yu)體系(xi)的(de)(de)重要組成(cheng)部(bu)分，是學校(xiao)教(jiao)育(yu)教(jiao)學工作的(de)(de)重要一環(huan)。高職院校(xiao)要充分發揮(hui)校(xiao)園(yuan)(yuan)文化(hua)在教(jiao)育(yu)導向、培養(yang)(yang)熏(xun)陶、提(ti)升素質方面(mian)的(de)(de)重要功能(neng)，在涵養(yang)(yang)社會主義核心價值觀(guan)、推(tui)進勞(lao)動教(jiao)育(yu)落(luo)細落(luo)小落(luo)實方面(mian)持(chi)續發力，同時不(bu)斷賦予校(xiao)園(yuan)(yuan)文化(hua)以(yi)新的(de)(de)時代內(nei)涵，推(tui)動高職校(xiao)園(yuan)(yuan)文化(hua)與時俱進、守正創新。

作(zuo)者：柴繼紅 單位：陜西工業職業技術學院