導(dao)語：大學生勞動教育路(lu)徑探索一文來源于(yu)網(wang)友(you)上傳，不代表本(ben)站(zhan)觀點，若需要原創文章可咨(zi)詢客服老師(shi)，歡迎參考。

摘要:培養大學生勞動精神(shen)是(shi)高(gao)校立德(de)樹(shu)人(ren)根本任務的(de)(de)現實需要(yao)，高(gao)職院(yuan)校作為高(gao)素質勞動者(zhe)和(he)技術技能型人(ren)才教育、培養(yang)基地，所以人(ren)才的(de)(de)培養(yang)需要(yao)他們具備較強的(de)(de)吃苦耐勞能力以及(ji)主動勞動的(de)(de)精神(shen)和(he)意識，根據高(gao)職學生(sheng)特點(dian)，可以從(cong)對學生(sheng)社(she)會主義核(he)心(xin)價值(zhi)觀來引領、構建校“內與外(wai)”有效協同平臺和(he)考核(he)機制(zhi)督促三方面采取(qu)措施，培育高(gao)職院(yuan)校學生(sheng)符合時代(dai)發(fa)展的(de)(de)勞動精神(shen)。

關鍵詞:高職院校;勞動教育;路徑

2020年(nian)3月，中共中央、國務院(yuan)發布《關于全面加強(qiang)新時代大中小(xiao)學(xue)勞動(dong)教育的(de)(de)意見》(以(yi)下簡稱《意見》)，指(zhi)出勞動(dong)教育是中國特色社會(hui)主義(yi)教育制度的(de)(de)重要(yao)內容(rong)，直接(jie)決定社會(hui)主義(yi)建(jian)設者(zhe)和(he)接(jie)班(ban)人的(de)(de)勞動(dong)精神面貌［1］。職業教育培養了(le)70%以(yi)上的(de)(de)生產、服務的(de)(de)高(gao)素質勞動(dong)者(zhe)，《意見》的(de)(de)新要(yao)求賦予了(le)職業院(yuan)校強(qiang)化(hua)勞動(dong)教育的(de)(de)新使(shi)命(ming)。

1職業院校開展勞動教育優勢

職(zhi)業(ye)院(yuan)校是(shi)(shi)培(pei)(pei)養(yang)(yang)高(gao)(gao)(gao)素質的(de)(de)應用復合(he)型技術(shu)技能(neng)(neng)型人(ren)(ren)(ren)(ren)(ren)才(cai)。德(de)技雙修的(de)(de)應用型人(ren)(ren)(ren)(ren)(ren)才(cai)是(shi)(shi)職(zhi)業(ye)教育(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)才(cai)培(pei)(pei)養(yang)(yang)之(zhi)本。勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)是(shi)(shi)培(pei)(pei)養(yang)(yang)更(geng)多具備(bei)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)能(neng)(neng)力和(he)(he)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)意(yi)(yi)識人(ren)(ren)(ren)(ren)(ren)才(cai)的(de)(de)重(zhong)(zhong)要(yao)(yao)途(tu)(tu)徑。郭麗強(qiang)認(ren)為勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)是(shi)(shi)腦力勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)和(he)(he)體力勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)組合(he)［2］。冀曉萍認(ren)為勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)包含情感(gan)(gan)態度價值(zhi)(zhi)觀、動(dong)(dong)(dong)(dong)(dong)(dong)(dong)手動(dong)(dong)(dong)(dong)(dong)(dong)(dong)腦能(neng)(neng)力和(he)(he)解(jie)決實際問(wen)題的(de)(de)能(neng)(neng)力［3］。勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)促(cu)進職(zhi)業(ye)院(yuan)校學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)德(de)育(yu)(yu)(yu)發展。勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)創造歷史和(he)(he)人(ren)(ren)(ren)(ren)(ren)本身(shen)，勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)能(neng)(neng)樹(shu)德(de)。通(tong)過弘揚勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)精神和(he)(he)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)價值(zhi)(zhi)使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)主動(dong)(dong)(dong)(dong)(dong)(dong)(dong)參與勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)，同(tong)時在(zai)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)過程中(zhong)樹(shu)立正確(que)價值(zhi)(zhi)觀和(he)(he)思想觀，使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)養(yang)(yang)成(cheng)敢(gan)于(yu)擔當歷史使(shi)命(ming)的(de)(de)意(yi)(yi)識和(he)(he)責任［4］。此外，承擔歷史使(shi)命(ming)和(he)(he)實現自己的(de)(de)人(ren)(ren)(ren)(ren)(ren)生(sheng)(sheng)價值(zhi)(zhi)使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)不(bu)斷學(xue)(xue)(xue)(xue)(xue)習的(de)(de)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)力和(he)(he)基礎。多以勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)也是(shi)(shi)促(cu)進學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)正確(que)價值(zhi)(zhi)觀形成(cheng)的(de)(de)重(zhong)(zhong)要(yao)(yao)途(tu)(tu)徑，更(geng)是(shi)(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)感(gan)(gan)受(shou)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)價值(zhi)(zhi)、樹(shu)立勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)意(yi)(yi)識、提高(gao)(gao)(gao)自身(shen)抗(kang)挫(cuo)能(neng)(neng)力和(he)(he)吃苦能(neng)(neng)力的(de)(de)重(zhong)(zhong)要(yao)(yao)途(tu)(tu)徑，使(shi)高(gao)(gao)(gao)職(zhi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)成(cheng)為一名有擔當、有目標、有素養(yang)(yang)的(de)(de)現代(dai)化(hua)(hua)人(ren)(ren)(ren)(ren)(ren)才(cai)。［5］勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)強(qiang)化(hua)(hua)職(zhi)業(ye)院(yuan)校學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)崗位技能(neng)(neng)，提升學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)職(zhi)業(ye)素養(yang)(yang)。經濟社會(hui)高(gao)(gao)(gao)質量發展離(li)不(bu)開工(gong)匠(jiang)精神，所以培(pei)(pei)養(yang)(yang)高(gao)(gao)(gao)職(zhi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)專(zhuan)業(ye)技能(neng)(neng)和(he)(he)工(gong)匠(jiang)精神是(shi)(shi)促(cu)進學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)就業(ye)的(de)(de)前提，符合(he)企業(ye)、社會(hui)對現代(dai)化(hua)(hua)人(ren)(ren)(ren)(ren)(ren)才(cai)的(de)(de)要(yao)(yao)求。經過勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)(yu)(yu)之(zhi)后學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)意(yi)(yi)志力得到了培(pei)(pei)養(yang)(yang)，體驗了勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)過程并且感(gan)(gan)受(shou)到了自己的(de)(de)價值(zhi)(zhi)，同(tong)時對所學(xue)(xue)(xue)(xue)(xue)的(de)(de)專(zhuan)業(ye)知識加(jia)深了記憶，久而(er)久之(zhi)就可(ke)以成(cheng)為一名綜合(he)型人(ren)(ren)(ren)(ren)(ren)才(cai)。

2高職院校勞動教育存在的現實問題

2．1高職學生勞動素養有待提升

很多高(gao)職(zhi)院校學(xue)(xue)(xue)生(sheng)對勞(lao)(lao)動(dong)存(cun)(cun)在(zai)誤(wu)解(jie)，比如(ru)通過(guo)實際(ji)調(diao)查(cha)和(he)分(fen)析發現一(yi)(yi)些高(gao)職(zhi)院校的(de)(de)(de)(de)學(xue)(xue)(xue)生(sheng)認(ren)(ren)(ren)為勞(lao)(lao)動(dong)的(de)(de)(de)(de)目的(de)(de)(de)(de)是獲取豐厚的(de)(de)(de)(de)報酬，還有(you)一(yi)(yi)些學(xue)(xue)(xue)生(sheng)開(kai)展勞(lao)(lao)動(dong)的(de)(de)(de)(de)目的(de)(de)(de)(de)是取得更豐厚的(de)(de)(de)(de)經濟回報，這種(zhong)勞(lao)(lao)動(dong)觀(guan)念中(zhong)(zhong)一(yi)(yi)旦脫離了利益就(jiu)會導(dao)致(zhi)學(xue)(xue)(xue)生(sheng)勞(lao)(lao)動(dong)意識降低(di)，甚至還會導(dao)致(zhi)部(bu)(bu)分(fen)學(xue)(xue)(xue)生(sheng)在(zai)選(xuan)擇勞(lao)(lao)動(dong)時候結合勞(lao)(lao)動(dong)報酬，無法實現自己的(de)(de)(de)(de)人生(sheng)意義(yi)和(he)價(jia)值(zhi)。還有(you)的(de)(de)(de)(de)學(xue)(xue)(xue)生(sheng)認(ren)(ren)(ren)為勞(lao)(lao)動(dong)就(jiu)是為了賺錢，如(ru)果有(you)錢了就(jiu)不需要再勞(lao)(lao)動(dong)了，存(cun)(cun)在(zai)享樂主義(yi)等思想。還有(you)一(yi)(yi)些學(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)勞(lao)(lao)動(dong)素養較(jiao)低(di)，在(zai)勞(lao)(lao)動(dong)過(guo)程中(zhong)(zhong)出現了敷衍(yan)的(de)(de)(de)(de)行為和(he)消極的(de)(de)(de)(de)心態，這種(zhong)現象的(de)(de)(de)(de)存(cun)(cun)在(zai)嚴重影(ying)響了勞(lao)(lao)動(dong)的(de)(de)(de)(de)質量，也(ye)(ye)影(ying)響了勞(lao)(lao)動(dong)者的(de)(de)(de)(de)心態和(he)價(jia)值(zhi)觀(guan)取向。本次(ci)問卷(juan)調(diao)查(cha)顯示，38．11%的(de)(de)(de)(de)同學(xue)(xue)(xue)認(ren)(ren)(ren)為大(da)部(bu)(bu)分(fen)同學(xue)(xue)(xue)能(neng)(neng)自己完全獨立照顧自己，并能(neng)(neng)照顧同學(xue)(xue)(xue);50．23%的(de)(de)(de)(de)同學(xue)(xue)(xue)認(ren)(ren)(ren)為大(da)部(bu)(bu)分(fen)同學(xue)(xue)(xue)能(neng)(neng)做(zuo)些力所能(neng)(neng)及的(de)(de)(de)(de)事;10．35%的(de)(de)(de)(de)同學(xue)(xue)(xue)認(ren)(ren)(ren)為群(qun)體中(zhong)(zhong)大(da)部(bu)(bu)分(fen)學(xue)(xue)(xue)生(sheng)生(sheng)活能(neng)(neng)力普遍(bian)較(jiao)差，自己連打掃(sao)衛生(sheng)、洗(xi)衣服這樣的(de)(de)(de)(de)勞(lao)(lao)動(dong)也(ye)(ye)不想干。部(bu)(bu)分(fen)學(xue)(xue)(xue)生(sheng)勞(lao)(lao)動(dong)精神和(he)工匠(jiang)精神比較(jiao)欠(qian)缺(que)。

2．2學院(yuan)勞動(dong)教育(yu)責任不(bu)明(ming)確(que)，缺乏實施(shi)的長效機制

勞(lao)(lao)動(dong)(dong)(dong)精(jing)神的(de)(de)培養(yang)需(xu)要(yao)有培養(yang)實施的(de)(de)長效機制，循(xun)序漸進、日(ri)積月累。但高職學制三年，很多高校(xiao)為了完成教(jiao)(jiao)學任(ren)務對勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)的(de)(de)重(zhong)視程度不足。如(ru)在課程教(jiao)(jiao)學中，缺(que)(que)少勞(lao)(lao)動(dong)(dong)(dong)精(jing)神的(de)(de)有效滲透，各方(fang)勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)的(de)(de)參與感和責任(ren)意識不強，缺(que)(que)乏勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)的(de)(de)主要(yao)責任(ren)部(bu)門和牽(qian)頭人(ren)，或(huo)是組織學生勞(lao)(lao)動(dong)(dong)(dong)，注(zhu)重(zhong)形式，勞(lao)(lao)動(dong)(dong)(dong)成效較(jiao)差(cha)。

2．3教育形(xing)式(shi)單一，勞動教育實(shi)踐亟待加強

本次(ci)問卷，50%以上的(de)(de)(de)學(xue)(xue)生(sheng)認(ren)(ren)為(wei)(wei)應(ying)增(zeng)強勞動(dong)(dong)(dong)價值觀(guan)、勞動(dong)(dong)(dong)精(jing)神等教(jiao)育(yu)(yu)，加強大學(xue)(xue)生(sheng)個人(ren)衛生(sheng)的(de)(de)(de)檢查力度和(he)勞動(dong)(dong)(dong)教(jiao)育(yu)(yu)基地的(de)(de)(de)建設以及拓展(zhan)勞動(dong)(dong)(dong)教(jiao)育(yu)(yu)的(de)(de)(de)次(ci)數和(he)渠道，從(cong)而促進大學(xue)(xue)生(sheng)勞動(dong)(dong)(dong)教(jiao)育(yu)(yu)。76．1%的(de)(de)(de)同(tong)學(xue)(xue)認(ren)(ren)為(wei)(wei)在教(jiao)育(yu)(yu)教(jiao)學(xue)(xue)中(zhong)應(ying)該增(zeng)加勞動(dong)(dong)(dong)教(jiao)育(yu)(yu)的(de)(de)(de)相關內容;50．68%的(de)(de)(de)同(tong)學(xue)(xue)認(ren)(ren)為(wei)(wei)我院勞動(dong)(dong)(dong)教(jiao)育(yu)(yu)活動(dong)(dong)(dong)管理很(hen)好，程序合理，執行嚴格(ge);61．04%的(de)(de)(de)同(tong)學(xue)(xue)認(ren)(ren)為(wei)(wei)我院勞動(dong)(dong)(dong)教(jiao)育(yu)(yu)活動(dong)(dong)(dong)評價標準不全面;63．62%的(de)(de)(de)同(tong)學(xue)(xue)認(ren)(ren)為(wei)(wei)勞動(dong)(dong)(dong)教(jiao)育(yu)(yu)與德、智、體(ti)、美教(jiao)育(yu)(yu)融合較(jiao)好。學(xue)(xue)生(sheng)在校期(qi)間(jian)主要參加學(xue)(xue)生(sheng)公寓、教(jiao)室衛生(sheng)清潔之類(lei)的(de)(de)(de)勞動(dong)(dong)(dong)教(jiao)育(yu)(yu)活動(dong)(dong)(dong);54．49%同(tong)學(xue)(xue)喜(xi)歡(huan)學(xue)(xue)生(sheng)社團組織開展(zhan)的(de)(de)(de)各(ge)種勞動(dong)(dong)(dong)實踐活動(dong)(dong)(dong);56．93%同(tong)學(xue)(xue)喜(xi)歡(huan)上勞動(dong)(dong)(dong)思想教(jiao)育(yu)(yu)課;57．23%同(tong)學(xue)(xue)喜(xi)歡(huan)學(xue)(xue)校開展(zhan)的(de)(de)(de)各(ge)種勞動(dong)(dong)(dong)實踐教(jiao)育(yu)(yu)課;44．75%同(tong)學(xue)(xue)喜(xi)歡(huan)校外勞動(dong)(dong)(dong)技(ji)能訓練。

3高職院校勞動教育的思考

高等職業院校在教學中應重視對學生專業技能的培訓和教育，以技能教育為基礎促進學生多方能力的提升。使學生在動手操作學習技能的同時樹立正確的勞動意識和勞動觀念。職業教育為社會培養了70%以上的生產、服務和管理一線的高素質勞動者和技術技能型人才。勞動教育有助于職業院校培養高質量的技能技術人才。《意見》提出要“緊密結合經濟社會發展變化和學生生活實際，積極探索具有中(zhong)國特(te)色的(de)勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)模式，創新(xin)(xin)體制機制，注重教(jiao)(jiao)育(yu)實(shi)(shi)效(xiao)，實(shi)(shi)現(xian)知行合(he)一，促進(jin)(jin)學生(sheng)形成(cheng)正確的(de)世界(jie)觀、人生(sheng)觀、價值(zhi)觀”，這是當前勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)必須解決的(de)緊(jin)迫問題。首先，職業(ye)院(yuan)校(xiao)進(jin)(jin)行培養模式和(he)(he)方案設(she)置，對學生(sheng)進(jin)(jin)行系統的(de)勞(lao)(lao)動(dong)(dong)(dong)思想(xiang)教(jiao)(jiao)育(yu)、勞(lao)(lao)動(dong)(dong)(dong)技(ji)能培訓以及勞(lao)(lao)動(dong)(dong)(dong)實(shi)(shi)踐鍛煉［6］。其次，加強校(xiao)企(qi)(qi)合(he)作，培養新(xin)(xin)時代勞(lao)(lao)動(dong)(dong)(dong)型(xing)人才(cai)。職業(ye)院(yuan)校(xiao)應重視主(zhu)動(dong)(dong)(dong)和(he)(he)企(qi)(qi)業(ye)建立(li)合(he)作，同時建立(li)實(shi)(shi)訓基地和(he)(he)校(xiao)企(qi)(qi)合(he)作制度，并且將(jiang)勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)和(he)(he)實(shi)(shi)踐、校(xiao)企(qi)(qi)合(he)作教(jiao)(jiao)育(yu)進(jin)(jin)行結合(he)，以此來培養更(geng)多(duo)的(de)現(xian)代化勞(lao)(lao)動(dong)(dong)(dong)人才(cai)。最(zui)后，注重“質與量”并重，注重考核(he)機制建設(she)，使教(jiao)(jiao)育(yu)常態化，成(cheng)為(wei)學生(sheng)的(de)習慣。莫里斯深(shen)刻表達了對“勞(lao)(lao)動(dong)(dong)(dong)產(chan)生(sheng)美”的(de)見(jian)解，他認為(wei):“勞(lao)(lao)動(dong)(dong)(dong)應該具有創造性(xing)、愉(yu)悅(yue)性(xing)，應該讓(rang)人體會到自由(you)和(he)(he)人性(xing)關懷。勞(lao)(lao)動(dong)(dong)(dong)不是狹隘和(he)(he)辛苦的(de)，而是自然、愉(yu)悅(yue)的(de)社會主(zhu)義(yi)生(sheng)活的(de)一部分(fen)。”［7］

4新時期高職院校勞動教育的實施路徑

4．1提升學生認知，樹(shu)立正確的勞動(dong)價值觀

新(xin)時(shi)代勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)精(jing)神(shen)(shen)以馬(ma)克思(si)主義勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)學(xue)(xue)說為思(si)想源泉。首先，學(xue)(xue)生(sheng)(sheng)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)認識不足等(deng)問題通過社(she)會主義核心價值觀(guan)來(lai)進(jin)(jin)行(xing)引(yin)領［9］。再加上(shang)(shang)培(pei)養(yang)大學(xue)(xue)生(sheng)(sheng)的(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)精(jing)神(shen)(shen)正(zheng)是引(yin)導大學(xue)(xue)生(sheng)(sheng)樹(shu)立(li)(li)正(zheng)確(que)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)的(de)(de)重要途徑，所(suo)以教(jiao)師應讓學(xue)(xue)生(sheng)(sheng)認識到(dao)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)重要性，使(shi)(shi)(shi)他們樹(shu)立(li)(li)辛勤勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)和(he)真誠勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)以及創造性勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)思(si)維，使(shi)(shi)(shi)他們的(de)(de)多方面能力得到(dao)提升。主要通過日常教(jiao)學(xue)(xue)中的(de)(de)思(si)政課程和(he)課程思(si)政，勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)課程體系幫(bang)助學(xue)(xue)生(sheng)(sheng)塑造正(zheng)確(que)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)念;其次，結合一些傳統的(de)(de)節日活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)、主題班會或者(zhe)是團日活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)等(deng)第二(er)課堂活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)，加強學(xue)(xue)生(sheng)(sheng)的(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)思(si)想教(jiao)育。引(yin)導學(xue)(xue)生(sheng)(sheng)在生(sheng)(sheng)活實(shi)踐(jian)、學(xue)(xue)習實(shi)踐(jian)和(he)社(she)會實(shi)踐(jian)中鍛煉，使(shi)(shi)(shi)新(xin)時(shi)代的(de)(de)學(xue)(xue)生(sheng)(sheng)具(ju)備較(jiao)強的(de)(de)抗挫能力和(he)吃苦耐勞(lao)(lao)精(jing)神(shen)(shen)，進(jin)(jin)而從新(xin)時(shi)代青(qing)年身(shen)上(shang)(shang)看(kan)到(dao)工(gong)匠精(jing)神(shen)(shen)、勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)意(yi)(yi)識，從而使(shi)(shi)(shi)我(wo)國科技得到(dao)創新(xin)，營造濃(nong)厚的(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)氛(fen)圍推動(dong)(dong)(dong)(dong)(dong)(dong)(dong)國家發展和(he)經濟建(jian)設，激(ji)發創業(ye)意(yi)(yi)識培(pei)養(yang)學(xue)(xue)生(sheng)(sheng)正(zheng)確(que)的(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)價值觀(guan)。高(gao)職院校(xiao)(xiao)如何將勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)精(jing)神(shen)(shen)、勞(lao)(lao)模(mo)精(jing)神(shen)(shen)、工(gong)匠精(jing)神(shen)(shen)融入學(xue)(xue)生(sheng)(sheng)培(pei)養(yang)，既是責任(ren)擔當，更(geng)是歷(li)史使(shi)(shi)(shi)命。學(xue)(xue)院不斷(duan)創新(xin)，積(ji)極開(kai)展勞(lao)(lao)模(mo)專題講座(zuo)、勞(lao)(lao)模(mo)、工(gong)匠進(jin)(jin)校(xiao)(xiao)園等(deng)文化活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)宣(xuan)傳勞(lao)(lao)模(mo)精(jing)神(shen)(shen)、模(mo)范勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)人物和(he)故事(shi)、工(gong)匠精(jing)神(shen)(shen)。開(kai)展勞(lao)(lao)模(mo)宣(xuan)講會和(he)在畢(bi)業(ye)生(sheng)(sheng)、校(xiao)(xiao)內學(xue)(xue)生(sheng)(sheng)中評選“工(gong)匠標兵”和(he)“技能標兵”，弘揚勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)精(jing)神(shen)(shen)，樹(shu)立(li)(li)典范。讓學(xue)(xue)生(sheng)(sheng)明(ming)白(bai)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)最光榮、最崇(chong)高(gao)、最偉大。積(ji)極引(yin)導學(xue)(xue)生(sheng)(sheng)形成(cheng)馬(ma)克思(si)主義勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)，崇(chong)尚勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)、尊重勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)。

4．2專(zhuan)業人(ren)才培(pei)養方案合理(li)設置勞動教育(yu)

制訂(ding)科學(xue)(xue)(xue)人(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)制度是(shi)落實(shi)(shi)(shi)人(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)的(de)(de)(de)(de)(de)基礎和(he)(he)前提，而規范(fan)教(jiao)學(xue)(xue)(xue)活(huo)動的(de)(de)(de)(de)(de)內容(rong)和(he)(he)過程(cheng)(cheng)(cheng)是(shi)培(pei)(pei)養(yang)(yang)人(ren)才(cai)(cai)的(de)(de)(de)(de)(de)途徑與方(fang)(fang)式(shi)(shi)。課(ke)(ke)堂教(jiao)學(xue)(xue)(xue)是(shi)實(shi)(shi)(shi)施人(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)的(de)(de)(de)(de)(de)主陣地(di)，是(shi)人(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)的(de)(de)(de)(de)(de)練兵場(chang)，是(shi)學(xue)(xue)(xue)生成長成才(cai)(cai)的(de)(de)(de)(de)(de)主渠(qu)道。新修(xiu)訂(ding)人(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)方(fang)(fang)案，增加勞(lao)(lao)(lao)動教(jiao)育課(ke)(ke)時，科學(xue)(xue)(xue)設計了勞(lao)(lao)(lao)動教(jiao)育的(de)(de)(de)(de)(de)方(fang)(fang)式(shi)(shi)、并(bing)且(qie)向學(xue)(xue)(xue)生傳(chuan)授(shou)勞(lao)(lao)(lao)動價值和(he)(he)勞(lao)(lao)(lao)動歷史內容(rong)的(de)(de)(de)(de)(de)講(jiang)解(jie)。積極開發(fa)有機融合(he)的(de)(de)(de)(de)(de)“勞(lao)(lao)(lao)動+”系(xi)列化課(ke)(ke)程(cheng)(cheng)(cheng)體系(xi)，爭取做到教(jiao)學(xue)(xue)(xue)創新，課(ke)(ke)程(cheng)(cheng)(cheng)教(jiao)學(xue)(xue)(xue)形(xing)式(shi)(shi)更加完善(shan)，使勞(lao)(lao)(lao)動教(jiao)育課(ke)(ke)程(cheng)(cheng)(cheng)落地(di);利用課(ke)(ke)程(cheng)(cheng)(cheng)思(si)政(zheng)，在課(ke)(ke)程(cheng)(cheng)(cheng)教(jiao)學(xue)(xue)(xue)中(zhong)融入勞(lao)(lao)(lao)動教(jiao)育的(de)(de)(de)(de)(de)內容(rong)，通(tong)過課(ke)(ke)程(cheng)(cheng)(cheng)思(si)政(zheng)方(fang)(fang)式(shi)(shi)滲透勞(lao)(lao)(lao)動教(jiao)育;在醫學(xue)(xue)(xue)專(zhuan)業實(shi)(shi)(shi)訓(xun)課(ke)(ke)的(de)(de)(de)(de)(de)實(shi)(shi)(shi)踐教(jiao)學(xue)(xue)(xue)中(zhong)、見習(xi)與跟崗實(shi)(shi)(shi)習(xi)中(zhong)，加強素質(zhi)目標的(de)(de)(de)(de)(de)實(shi)(shi)(shi)施，培(pei)(pei)養(yang)(yang)國家所需(xu)的(de)(de)(de)(de)(de)工匠之才(cai)(cai)。

4．3積極搭建“家(jia)庭+學校(xiao)+社會(hui)”全面協同的(de)勞動(dong)教(jiao)育實踐平臺(tai)，拓展勞動(dong)教(jiao)育方(fang)式和勞動(dong)途(tu)徑

學(xue)(xue)(xue)(xue)院(yuan)在(zai)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)資(zi)(zi)源(yuan)(yuan)(yuan)供(gong)給上，構建(jian)(jian)“內(nei)(nei)與(yu)(yu)外”有(you)(you)效協同。加(jia)大與(yu)(yu)周(zhou)邊社區(qu)(qu)、公(gong)共機(ji)構等(deng)(deng)的(de)(de)協作(zuo)，通(tong)(tong)過(guo)(guo)建(jian)(jian)立(li)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)協調(diao)機(ji)制(zhi)(zhi)為學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)開(kai)(kai)展(zhan)(zhan)(zhan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)打(da)好(hao)基(ji)(ji)礎。首(shou)(shou)先(xian)，學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)應根據不(bu)同專(zhuan)(zhuan)業生(sheng)(sheng)(sheng)(sheng)(sheng)源(yuan)(yuan)(yuan)類型，將(jiang)日常生(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)、生(sheng)(sheng)(sheng)(sheng)(sheng)產勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)、服(fu)務(wu)(wu)性(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)貫(guan)穿在(zai)育(yu)(yu)(yu)(yu)(yu)人全(quan)過(guo)(guo)程中。開(kai)(kai)展(zhan)(zhan)(zhan)“勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)周(zhou)”系列(lie)主題教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)，設(she)置(zhi)校(xiao)(xiao)(xiao)(xiao)內(nei)(nei)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)基(ji)(ji)地(di)，發揮學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)積極性(xing)(xing)，學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)參(can)與(yu)(yu)組織和(he)(he)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)實(shi)施，在(zai)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)中體驗收獲和(he)(he)快樂，利(li)用第(di)二課(ke)堂開(kai)(kai)展(zhan)(zhan)(zhan)校(xiao)(xiao)(xiao)(xiao)內(nei)(nei)志愿服(fu)務(wu)(wu)，同時將(jiang)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)因素滲透進(jin)迎(ying)新(xin)(xin)晚會和(he)(he)班會中以(yi)及節日活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)當中，廣泛開(kai)(kai)展(zhan)(zhan)(zhan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)實(shi)踐活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)，讓(rang)校(xiao)(xiao)(xiao)(xiao)園的(de)(de)物質環境(jing)成為強化勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)沃(wo)土。讓(rang)校(xiao)(xiao)(xiao)(xiao)園文化活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)成為培養學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)情懷的(de)(de)著力點。依(yi)托校(xiao)(xiao)(xiao)(xiao)內(nei)(nei)實(shi)訓、校(xiao)(xiao)(xiao)(xiao)外頂崗實(shi)習，多組織學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)參(can)加(jia)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)和(he)(he)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)，使學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)職(zhi)(zhi)業榮譽感得到(dao)提升(sheng)，這樣他(ta)們就可以(yi)更(geng)加(jia)熱愛勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)、熱愛學(xue)(xue)(xue)(xue)習，不(bu)斷(duan)創新(xin)(xin)性(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)，提高自(zi)身的(de)(de)綜(zong)合能力。二是家(jia)(jia)校(xiao)(xiao)(xiao)(xiao)共育(yu)(yu)(yu)(yu)(yu)，有(you)(you)效運(yun)用家(jia)(jia)庭(ting)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)陣地(di)和(he)(he)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)資(zi)(zi)源(yuan)(yuan)(yuan)，學(xue)(xue)(xue)(xue)院(yuan)牽(qian)頭，家(jia)(jia)長參(can)與(yu)(yu)，制(zhi)(zhi)訂學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)生(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)培養方案，家(jia)(jia)庭(ting)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)涵蓋做(zuo)飯、打(da)掃衛生(sheng)(sheng)(sheng)(sheng)(sheng)、清(qing)洗衣服(fu)，家(jia)(jia)庭(ting)收納(na)整(zheng)理等(deng)(deng)內(nei)(nei)容(rong)，建(jian)(jian)立(li)考核機(ji)制(zhi)(zhi)，加(jia)深學(xue)(xue)(xue)(xue)院(yuan)與(yu)(yu)家(jia)(jia)長溝通(tong)(tong)，讓(rang)家(jia)(jia)長參(can)與(yu)(yu)開(kai)(kai)展(zhan)(zhan)(zhan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，從生(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)，實(shi)現勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)全(quan)面性(xing)(xing)與(yu)(yu)常態化。三(san)是與(yu)(yu)社區(qu)(qu)公(gong)共機(ji)構合作(zuo)，組織各專(zhuan)(zhuan)業班級定期開(kai)(kai)展(zhan)(zhan)(zhan)進(jin)社區(qu)(qu)，校(xiao)(xiao)(xiao)(xiao)外公(gong)益服(fu)務(wu)(wu)性(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)，通(tong)(tong)過(guo)(guo)專(zhuan)(zhuan)業知識為他(ta)人和(he)(he)社會提供(gong)服(fu)務(wu)(wu)，引導學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)樹立(li)正(zheng)確的(de)(de)思想(xiang)價值(zhi)觀(guan)，從而使學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)養成樂于奉獻、努力奮(fen)斗的(de)(de)思想(xiang)和(he)(he)行為。首(shou)(shou)先(xian)，搭建(jian)(jian)與(yu)(yu)社區(qu)(qu)長期合作(zuo)機(ji)制(zhi)(zhi)，深入(ru)挖掘勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)內(nei)(nei)容(rong)，使勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)資(zi)(zi)源(yuan)(yuan)(yuan)和(he)(he)內(nei)(nei)容(rong)更(geng)加(jia)靈活(huo)。其(qi)次(ci)，可以(yi)利(li)用校(xiao)(xiao)(xiao)(xiao)外的(de)(de)活(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)和(he)(he)場地(di)構建(jian)(jian)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)基(ji)(ji)地(di)，豐富勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)實(shi)踐的(de)(de)內(nei)(nei)容(rong)設(she)置(zhi)，如結合醫學(xue)(xue)(xue)(xue)專(zhuan)(zhuan)業，開(kai)(kai)設(she)社區(qu)(qu)護理服(fu)務(wu)(wu)。切實(shi)提升(sheng)了(le)平臺勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)育(yu)(yu)(yu)(yu)(yu)人質量和(he)(he)水平，把生(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)、生(sheng)(sheng)(sheng)(sheng)(sheng)產勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)和(he)(he)服(fu)務(wu)(wu)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)以(yi)及具有(you)(you)專(zhuan)(zhuan)業特(te)色的(de)(de)職(zhi)(zhi)業性(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)融入(ru)其(qi)中。最后，創新(xin)(xin)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)實(shi)踐過(guo)(guo)程管理，設(she)置(zhi)學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)和(he)(he)機(ji)構共同參(can)與(yu)(yu)的(de)(de)管理模式(shi)，提升(sheng)管理效率。做(zuo)到(dao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)素養培養和(he)(he)專(zhuan)(zhuan)業服(fu)務(wu)(wu)有(you)(you)機(ji)結合，打(da)造高素質綜(zong)合型人才。

4．4勞(lao)動教育考(kao)核(he)評價

在(zai)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)育(yu)(yu)考核(he)中，注重(zhong)(zhong)“質(zhi)與(yu)(yu)量”并重(zhong)(zhong)，體現“知(zhi)與(yu)(yu)行”合一，注重(zhong)(zhong)學(xue)生(sheng)(sheng)(sheng)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)素養(yang)的(de)(de)(de)(de)(de)全面發(fa)展(zhan)。除了設(she)有勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)育(yu)(yu)課程考核(he)評(ping)價外，在(zai)我校大(da)學(xue)生(sheng)(sheng)(sheng)綜合素質(zhi)學(xue)分(fen)(fen)制考核(he)細(xi)則設(she)置“勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)活動(dong)(dong)(dong)參(can)(can)與(yu)(yu)學(xue)分(fen)(fen)”，體現“知(zhi)”的(de)(de)(de)(de)(de)評(ping)價。同(tong)時設(she)有參(can)(can)照(zhao)學(xue)生(sheng)(sheng)(sheng)各(ge)級各(ge)類評(ping)優評(ping)先獲(huo)得(de)的(de)(de)(de)(de)(de)榮(rong)譽，將(jiang)這些榮(rong)譽作為(wei)評(ping)價學(xue)生(sheng)(sheng)(sheng)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)能(neng)力的(de)(de)(de)(de)(de)參(can)(can)考依(yi)據(ju)。設(she)置有知(zhi)識競賽、主(zhu)題辯論、企(qi)業調研等方面學(xue)分(fen)(fen)認定，推(tui)進學(xue)生(sheng)(sheng)(sheng)積極參(can)(can)與(yu)(yu)。工匠精神、勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)精神展(zhan)示了中華民(min)族廣大(da)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)者的(de)(de)(de)(de)(de)價值追求，也(ye)是職業院校人才培(pei)養(yang)的(de)(de)(de)(de)(de)重(zhong)(zhong)點，通(tong)過勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)育(yu)(yu)強化大(da)學(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)精神、提(ti)高(gao)(gao)大(da)學(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)意識和能(neng)力，使大(da)學(xue)生(sheng)(sheng)(sheng)通(tong)過勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)對專業知(zhi)識、所學(xue)技能(neng)產生(sheng)(sheng)(sheng)更(geng)深入(ru)的(de)(de)(de)(de)(de)記憶和理解(jie)，這也(ye)是高(gao)(gao)職院校落實立(li)德樹人根本任務的(de)(de)(de)(de)(de)深刻體現。所以當今新時代背景下高(gao)(gao)等專業學(xue)校要(yao)重(zhong)(zhong)視(shi)將(jiang)勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)育(yu)(yu)、勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)精神和勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)能(neng)力培(pei)養(yang)作為(wei)教(jiao)學(xue)重(zhong)(zhong)點，通(tong)過勞(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)育(yu)(yu)引(yin)導學(xue)生(sheng)(sheng)(sheng)樹立(li)正確的(de)(de)(de)(de)(de)思想道德觀念，為(wei)他們(men)的(de)(de)(de)(de)(de)就業做好(hao)保障。

參考文獻:

［1］教育部(bu)．教育部(bu)關(guan)于印發《大中小學勞動教育指(zhi)導(dao)綱要(試行(xing))》的通(tong)知［EB/OL］．

［2］趙榮(rong)輝．勞動教育正(zheng)當(dang)性之(zhi)思［J］．當(dang)代(dai)教育科學，2016(4):7-10．

［3］冀曉萍(ping)．勞動(dong)教育將全面突圍［J］．人民教育，2015(17):30-33．

［4］王麗娜．高職院(yuan)校勞(lao)動教育的內涵、價值優勢及(ji)實效性路(lu)徑(jing)研究［J］．九江職業技術學(xue)院(yuan)學(xue)報，2022(1):57．

［5］謝曉娟，李文俊．全(quan)面把握高校勞動教育(yu)(yu)的四重維度［J］．現代(dai)教育(yu)(yu)管理(li)，2021(3):44-50．

［6］陸怡青．高職院(yuan)校勞動教育的內涵(han)、特征(zheng)及意(yi)義［J］．產業與科技論壇，2021(21):93-94．

［7］唐一婷．威廉(lian)·莫里斯設計思(si)想研究［D］．濟(ji)南(nan):山東工藝(yi)美(mei)術學院，2014:54．

［8］馮顏利．為(wei)何(he)要高度重視(shi)勞(lao)動與勞(lao)動教育［J］．人民教育，2020(1):13-14．

［9］曹(cao)群，李影(ying)．高職(zhi)(zhi)院校大學生勞動精神培育(yu)路徑研(yan)究(jiu)［J］．開封(feng)文化(hua)藝術職(zhi)(zhi)業(ye)學院學報，2021(10):10．

作者(zhe):方寧 韋晰玄 趙欣單位:咸(xian)陽職業(ye)技(ji)術學(xue)院