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摘要:培養大學生勞動精神(shen)是高(gao)校(xiao)(xiao)(xiao)立德樹(shu)人根(gen)本任務的(de)現(xian)實需(xu)要，高(gao)職院(yuan)校(xiao)(xiao)(xiao)作為高(gao)素質勞動者(zhe)和(he)技術技能型人才教育、培養基地，所以人才的(de)培養需(xu)要他(ta)們具(ju)備(bei)較強的(de)吃苦耐勞能力(li)以及主(zhu)動勞動的(de)精神(shen)和(he)意識，根(gen)據高(gao)職學(xue)生特點，可以從(cong)對學(xue)生社會(hui)主(zhu)義(yi)核心價(jia)值觀來(lai)引領、構建校(xiao)(xiao)(xiao)“內與(yu)外”有效協(xie)同平(ping)臺和(he)考核機制督促三方(fang)面采取措施，培育高(gao)職院(yuan)校(xiao)(xiao)(xiao)學(xue)生符合(he)時代發展的(de)勞動精神(shen)。

關鍵詞:高職院校;勞動教育;路徑

2020年3月，中(zhong)共中(zhong)央、國務院發布《關于(yu)全(quan)面加(jia)強(qiang)新時代大中(zhong)小學勞動(dong)(dong)教(jiao)(jiao)育(yu)的意見》(以下簡稱《意見》)，指出勞動(dong)(dong)教(jiao)(jiao)育(yu)是中(zhong)國特色社會(hui)主義(yi)教(jiao)(jiao)育(yu)制度(du)的重要(yao)內容，直接決定社會(hui)主義(yi)建設者(zhe)和接班人的勞動(dong)(dong)精神面貌［1］。職(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)培養了70%以上的生產、服務的高素(su)質(zhi)勞動(dong)(dong)者(zhe)，《意見》的新要(yao)求賦予了職(zhi)業(ye)(ye)院校強(qiang)化勞動(dong)(dong)教(jiao)(jiao)育(yu)的新使命(ming)。

1職業院校開展勞動教育優勢

職(zhi)(zhi)業(ye)(ye)院校是(shi)(shi)培(pei)(pei)養(yang)(yang)高(gao)(gao)(gao)素質的(de)(de)(de)(de)應用復合(he)型技(ji)術技(ji)能型人(ren)才(cai)。德(de)技(ji)雙修的(de)(de)(de)(de)應用型人(ren)才(cai)是(shi)(shi)職(zhi)(zhi)業(ye)(ye)教(jiao)育(yu)(yu)(yu)人(ren)才(cai)培(pei)(pei)養(yang)(yang)之(zhi)本。勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)是(shi)(shi)培(pei)(pei)養(yang)(yang)更(geng)多(duo)具備勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)能力(li)和(he)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)意(yi)識人(ren)才(cai)的(de)(de)(de)(de)重(zhong)要(yao)途(tu)徑。郭麗強認為(wei)(wei)(wei)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)是(shi)(shi)腦力(li)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)和(he)體(ti)力(li)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)組合(he)［2］。冀曉萍認為(wei)(wei)(wei)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)包含情(qing)感態度價值(zhi)(zhi)觀(guan)、動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)手(shou)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)腦能力(li)和(he)解決(jue)實(shi)際問題的(de)(de)(de)(de)能力(li)［3］。勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)促進職(zhi)(zhi)業(ye)(ye)院校學(xue)(xue)(xue)(xue)(xue)生(sheng)德(de)育(yu)(yu)(yu)發展。勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)創造歷史(shi)和(he)人(ren)本身(shen)，勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)能樹(shu)德(de)。通過(guo)弘揚勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)精神(shen)和(he)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)價值(zhi)(zhi)使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)主動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)參與(yu)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，同時在勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)過(guo)程中樹(shu)立正(zheng)確(que)價值(zhi)(zhi)觀(guan)和(he)思想觀(guan)，使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)養(yang)(yang)成(cheng)(cheng)敢于擔當歷史(shi)使(shi)命的(de)(de)(de)(de)意(yi)識和(he)責(ze)任［4］。此外，承擔歷史(shi)使(shi)命和(he)實(shi)現(xian)自(zi)己的(de)(de)(de)(de)人(ren)生(sheng)價值(zhi)(zhi)使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)不斷學(xue)(xue)(xue)(xue)(xue)習的(de)(de)(de)(de)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)力(li)和(he)基礎。多(duo)以勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)也是(shi)(shi)促進學(xue)(xue)(xue)(xue)(xue)生(sheng)正(zheng)確(que)價值(zhi)(zhi)觀(guan)形成(cheng)(cheng)的(de)(de)(de)(de)重(zhong)要(yao)途(tu)徑，更(geng)是(shi)(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)感受勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)價值(zhi)(zhi)、樹(shu)立勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)意(yi)識、提(ti)(ti)高(gao)(gao)(gao)自(zi)身(shen)抗挫能力(li)和(he)吃苦能力(li)的(de)(de)(de)(de)重(zhong)要(yao)途(tu)徑，使(shi)高(gao)(gao)(gao)職(zhi)(zhi)學(xue)(xue)(xue)(xue)(xue)生(sheng)成(cheng)(cheng)為(wei)(wei)(wei)一名有(you)擔當、有(you)目標(biao)、有(you)素養(yang)(yang)的(de)(de)(de)(de)現(xian)代(dai)化(hua)人(ren)才(cai)。［5］勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)強化(hua)職(zhi)(zhi)業(ye)(ye)院校學(xue)(xue)(xue)(xue)(xue)生(sheng)崗(gang)位技(ji)能，提(ti)(ti)升學(xue)(xue)(xue)(xue)(xue)生(sheng)職(zhi)(zhi)業(ye)(ye)素養(yang)(yang)。經(jing)濟社會(hui)高(gao)(gao)(gao)質量發展離不開(kai)工匠精神(shen)，所以培(pei)(pei)養(yang)(yang)高(gao)(gao)(gao)職(zhi)(zhi)學(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)專(zhuan)業(ye)(ye)技(ji)能和(he)工匠精神(shen)是(shi)(shi)促進學(xue)(xue)(xue)(xue)(xue)生(sheng)就(jiu)業(ye)(ye)的(de)(de)(de)(de)前提(ti)(ti)，符合(he)企業(ye)(ye)、社會(hui)對現(xian)代(dai)化(hua)人(ren)才(cai)的(de)(de)(de)(de)要(yao)求。經(jing)過(guo)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)之(zhi)后(hou)學(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)意(yi)志力(li)得到(dao)(dao)了(le)(le)培(pei)(pei)養(yang)(yang)，體(ti)驗了(le)(le)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)過(guo)程并且感受到(dao)(dao)了(le)(le)自(zi)己的(de)(de)(de)(de)價值(zhi)(zhi)，同時對所學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)專(zhuan)業(ye)(ye)知識加(jia)深了(le)(le)記憶，久而久之(zhi)就(jiu)可(ke)以成(cheng)(cheng)為(wei)(wei)(wei)一名綜合(he)型人(ren)才(cai)。

2高職院校勞動教育存在的現實問題

2．1高職(zhi)學生(sheng)勞動素養有待提升

很多高(gao)(gao)職院校學(xue)(xue)(xue)生(sheng)(sheng)(sheng)對勞(lao)(lao)(lao)(lao)動存在(zai)誤解，比(bi)如(ru)通過(guo)實(shi)際調查和(he)分(fen)(fen)析發(fa)現一(yi)些高(gao)(gao)職院校的(de)(de)(de)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)認(ren)(ren)為(wei)(wei)勞(lao)(lao)(lao)(lao)動的(de)(de)(de)目的(de)(de)(de)是獲取豐厚的(de)(de)(de)報酬，還有一(yi)些學(xue)(xue)(xue)生(sheng)(sheng)(sheng)開展勞(lao)(lao)(lao)(lao)動的(de)(de)(de)目的(de)(de)(de)是取得更豐厚的(de)(de)(de)經濟回報，這(zhe)種勞(lao)(lao)(lao)(lao)動觀念中(zhong)一(yi)旦脫離(li)了(le)(le)(le)利益就(jiu)會導(dao)致學(xue)(xue)(xue)生(sheng)(sheng)(sheng)勞(lao)(lao)(lao)(lao)動意識(shi)降低(di)，甚(shen)至(zhi)還會導(dao)致部分(fen)(fen)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)在(zai)選(xuan)擇勞(lao)(lao)(lao)(lao)動時候結合勞(lao)(lao)(lao)(lao)動報酬，無法實(shi)現自(zi)己的(de)(de)(de)人(ren)生(sheng)(sheng)(sheng)意義和(he)價值。還有的(de)(de)(de)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)認(ren)(ren)為(wei)(wei)勞(lao)(lao)(lao)(lao)動就(jiu)是為(wei)(wei)了(le)(le)(le)賺(zhuan)錢，如(ru)果有錢了(le)(le)(le)就(jiu)不(bu)需要再勞(lao)(lao)(lao)(lao)動了(le)(le)(le)，存在(zai)享樂主義等思想(xiang)。還有一(yi)些學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)勞(lao)(lao)(lao)(lao)動素(su)養(yang)較(jiao)(jiao)低(di)，在(zai)勞(lao)(lao)(lao)(lao)動過(guo)程中(zhong)出現了(le)(le)(le)敷衍的(de)(de)(de)行為(wei)(wei)和(he)消極的(de)(de)(de)心(xin)態，這(zhe)種現象的(de)(de)(de)存在(zai)嚴(yan)重影響(xiang)了(le)(le)(le)勞(lao)(lao)(lao)(lao)動的(de)(de)(de)質(zhi)量(liang)，也影響(xiang)了(le)(le)(le)勞(lao)(lao)(lao)(lao)動者的(de)(de)(de)心(xin)態和(he)價值觀取向。本次(ci)問卷調查顯(xian)示，38．11%的(de)(de)(de)同(tong)(tong)學(xue)(xue)(xue)認(ren)(ren)為(wei)(wei)大(da)部分(fen)(fen)同(tong)(tong)學(xue)(xue)(xue)能自(zi)己完(wan)全獨立(li)照(zhao)顧自(zi)己，并能照(zhao)顧同(tong)(tong)學(xue)(xue)(xue);50．23%的(de)(de)(de)同(tong)(tong)學(xue)(xue)(xue)認(ren)(ren)為(wei)(wei)大(da)部分(fen)(fen)同(tong)(tong)學(xue)(xue)(xue)能做(zuo)些力所能及的(de)(de)(de)事;10．35%的(de)(de)(de)同(tong)(tong)學(xue)(xue)(xue)認(ren)(ren)為(wei)(wei)群體中(zhong)大(da)部分(fen)(fen)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)生(sheng)(sheng)(sheng)活能力普遍較(jiao)(jiao)差，自(zi)己連(lian)打(da)掃衛生(sheng)(sheng)(sheng)、洗衣服(fu)這(zhe)樣(yang)的(de)(de)(de)勞(lao)(lao)(lao)(lao)動也不(bu)想(xiang)干。部分(fen)(fen)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)勞(lao)(lao)(lao)(lao)動精神和(he)工匠精神比(bi)較(jiao)(jiao)欠缺。

2．2學院勞動教育責任(ren)不明確，缺乏(fa)實(shi)施的長效機制

勞(lao)動(dong)精(jing)神的(de)(de)培養(yang)需要有培養(yang)實(shi)施的(de)(de)長(chang)效(xiao)機制(zhi)，循序漸進(jin)、日積(ji)月(yue)累。但高(gao)職學(xue)(xue)制(zhi)三年，很多(duo)高(gao)校為了完成(cheng)教學(xue)(xue)任務對勞(lao)動(dong)教育(yu)的(de)(de)重(zhong)視程度不足。如在課程教學(xue)(xue)中，缺(que)(que)少勞(lao)動(dong)精(jing)神的(de)(de)有效(xiao)滲透，各方勞(lao)動(dong)教育(yu)的(de)(de)參與感和責(ze)任意(yi)識(shi)不強，缺(que)(que)乏勞(lao)動(dong)教育(yu)的(de)(de)主要責(ze)任部門和牽頭(tou)人，或是(shi)組織學(xue)(xue)生勞(lao)動(dong)，注重(zhong)形式，勞(lao)動(dong)成(cheng)效(xiao)較(jiao)差。

2．3教育形式單一，勞(lao)動教育實踐亟待(dai)加強

本(ben)次(ci)問卷，50%以(yi)(yi)上的(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)生(sheng)(sheng)認(ren)為(wei)(wei)應(ying)增強(qiang)勞動(dong)價值觀(guan)、勞動(dong)精神等教育(yu)，加強(qiang)大(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)個人衛生(sheng)(sheng)的(de)(de)(de)(de)(de)檢查(cha)力度和勞動(dong)教育(yu)基(ji)地的(de)(de)(de)(de)(de)建設以(yi)(yi)及(ji)拓展(zhan)(zhan)勞動(dong)教育(yu)的(de)(de)(de)(de)(de)次(ci)數(shu)和渠道，從而促進大(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)勞動(dong)教育(yu)。76．1%的(de)(de)(de)(de)(de)同(tong)(tong)學(xue)(xue)(xue)(xue)認(ren)為(wei)(wei)在(zai)教育(yu)教學(xue)(xue)(xue)(xue)中應(ying)該增加勞動(dong)教育(yu)的(de)(de)(de)(de)(de)相關內容(rong);50．68%的(de)(de)(de)(de)(de)同(tong)(tong)學(xue)(xue)(xue)(xue)認(ren)為(wei)(wei)我院勞動(dong)教育(yu)活(huo)(huo)(huo)動(dong)管理很好，程序合理，執行(xing)嚴格;61．04%的(de)(de)(de)(de)(de)同(tong)(tong)學(xue)(xue)(xue)(xue)認(ren)為(wei)(wei)我院勞動(dong)教育(yu)活(huo)(huo)(huo)動(dong)評價標準不全面;63．62%的(de)(de)(de)(de)(de)同(tong)(tong)學(xue)(xue)(xue)(xue)認(ren)為(wei)(wei)勞動(dong)教育(yu)與德、智、體、美教育(yu)融合較(jiao)好。學(xue)(xue)(xue)(xue)生(sheng)(sheng)在(zai)校期間主(zhu)要參加學(xue)(xue)(xue)(xue)生(sheng)(sheng)公寓、教室(shi)衛生(sheng)(sheng)清潔(jie)之類的(de)(de)(de)(de)(de)勞動(dong)教育(yu)活(huo)(huo)(huo)動(dong);54．49%同(tong)(tong)學(xue)(xue)(xue)(xue)喜歡(huan)學(xue)(xue)(xue)(xue)生(sheng)(sheng)社團組織開(kai)展(zhan)(zhan)的(de)(de)(de)(de)(de)各(ge)種(zhong)勞動(dong)實踐活(huo)(huo)(huo)動(dong);56．93%同(tong)(tong)學(xue)(xue)(xue)(xue)喜歡(huan)上勞動(dong)思想教育(yu)課;57．23%同(tong)(tong)學(xue)(xue)(xue)(xue)喜歡(huan)學(xue)(xue)(xue)(xue)校開(kai)展(zhan)(zhan)的(de)(de)(de)(de)(de)各(ge)種(zhong)勞動(dong)實踐教育(yu)課;44．75%同(tong)(tong)學(xue)(xue)(xue)(xue)喜歡(huan)校外(wai)勞動(dong)技(ji)能訓(xun)練(lian)。

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)國特色(se)的(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)模(mo)式(shi)，創新體制機(ji)制，注重教(jiao)(jiao)(jiao)育(yu)(yu)(yu)實效，實現(xian)知行(xing)合(he)一，促進(jin)學(xue)(xue)生(sheng)形成正確(que)的(de)(de)世界觀、人生(sheng)觀、價值觀”，這是(shi)當前勞(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)必須解(jie)決的(de)(de)緊迫問題。首(shou)先，職(zhi)業(ye)院校進(jin)行(xing)培養模(mo)式(shi)和(he)方(fang)案設置，對(dui)學(xue)(xue)生(sheng)進(jin)行(xing)系統的(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)思(si)想教(jiao)(jiao)(jiao)育(yu)(yu)(yu)、勞(lao)(lao)動(dong)(dong)(dong)(dong)技能培訓以(yi)及勞(lao)(lao)動(dong)(dong)(dong)(dong)實踐鍛(duan)煉［6］。其次，加強校企合(he)作，培養新時代勞(lao)(lao)動(dong)(dong)(dong)(dong)型人才。職(zhi)業(ye)院校應(ying)重視主動(dong)(dong)(dong)(dong)和(he)企業(ye)建立(li)(li)合(he)作，同(tong)時建立(li)(li)實訓基地和(he)校企合(he)作制度，并且將勞(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)實踐、校企合(he)作教(jiao)(jiao)(jiao)育(yu)(yu)(yu)進(jin)行(xing)結合(he)，以(yi)此(ci)來培養更(geng)多的(de)(de)現(xian)代化勞(lao)(lao)動(dong)(dong)(dong)(dong)人才。最(zui)后(hou)，注重“質(zhi)與量”并重，注重考核機(ji)制建設，使(shi)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)常態化，成為學(xue)(xue)生(sheng)的(de)(de)習(xi)慣。莫里斯(si)深刻表達(da)了對(dui)“勞(lao)(lao)動(dong)(dong)(dong)(dong)產生(sheng)美”的(de)(de)見解(jie)，他認為:“勞(lao)(lao)動(dong)(dong)(dong)(dong)應(ying)該(gai)具有創造性、愉(yu)悅(yue)性，應(ying)該(gai)讓人體會到自(zi)由和(he)人性關懷。勞(lao)(lao)動(dong)(dong)(dong)(dong)不(bu)是(shi)狹隘和(he)辛(xin)苦的(de)(de)，而是(shi)自(zi)然(ran)、愉(yu)悅(yue)的(de)(de)社會主義生(sheng)活的(de)(de)一部分。”［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，樹立正(zheng)確的勞動價(jia)值觀

新時代(dai)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)精神以(yi)馬(ma)克(ke)思(si)(si)主義(yi)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)學(xue)(xue)(xue)說為思(si)(si)想源(yuan)泉。首(shou)先(xian)，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)認識(shi)不足等問題(ti)通過社會主義(yi)核心價值觀來進(jin)(jin)行引(yin)領［9］。再加(jia)上培養大學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)精神正(zheng)(zheng)是(shi)引(yin)導(dao)大學(xue)(xue)(xue)生(sheng)(sheng)(sheng)樹立(li)正(zheng)(zheng)確勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)觀的(de)(de)重要途徑，所以(yi)教(jiao)(jiao)(jiao)師應讓學(xue)(xue)(xue)生(sheng)(sheng)(sheng)認識(shi)到勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)的(de)(de)重要性，使(shi)他們樹立(li)辛勤(qin)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)和(he)真(zhen)誠勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)以(yi)及創(chuang)造性勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)的(de)(de)思(si)(si)維，使(shi)他們的(de)(de)多方(fang)面能力得(de)到提升(sheng)。主要通過日(ri)常教(jiao)(jiao)(jiao)學(xue)(xue)(xue)中的(de)(de)思(si)(si)政課(ke)程(cheng)和(he)課(ke)程(cheng)思(si)(si)政，勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)課(ke)程(cheng)體(ti)系幫助學(xue)(xue)(xue)生(sheng)(sheng)(sheng)塑(su)造正(zheng)(zheng)確勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)觀念;其次(ci)，結合一些傳統的(de)(de)節(jie)日(ri)活(huo)(huo)(huo)動(dong)(dong)(dong)(dong)、主題(ti)班(ban)會或(huo)者是(shi)團日(ri)活(huo)(huo)(huo)動(dong)(dong)(dong)(dong)等第二課(ke)堂(tang)活(huo)(huo)(huo)動(dong)(dong)(dong)(dong)，加(jia)強學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)思(si)(si)想教(jiao)(jiao)(jiao)育。引(yin)導(dao)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)在生(sheng)(sheng)(sheng)活(huo)(huo)(huo)實(shi)(shi)踐(jian)、學(xue)(xue)(xue)習實(shi)(shi)踐(jian)和(he)社會實(shi)(shi)踐(jian)中鍛煉，使(shi)新時代(dai)的(de)(de)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)具備較強的(de)(de)抗挫能力和(he)吃苦耐(nai)勞(lao)(lao)(lao)(lao)精神，進(jin)(jin)而從(cong)新時代(dai)青(qing)年身上看到工匠精神、勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)意(yi)識(shi)，從(cong)而使(shi)我國(guo)科技(ji)得(de)到創(chuang)新，營造濃厚(hou)的(de)(de)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)氛圍推動(dong)(dong)(dong)(dong)國(guo)家發(fa)展和(he)經濟(ji)建設，激發(fa)創(chuang)業(ye)意(yi)識(shi)培養學(xue)(xue)(xue)生(sheng)(sheng)(sheng)正(zheng)(zheng)確的(de)(de)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)價值觀。高職院(yuan)校(xiao)(xiao)如(ru)何將勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)精神、勞(lao)(lao)(lao)(lao)模(mo)(mo)精神、工匠精神融入學(xue)(xue)(xue)生(sheng)(sheng)(sheng)培養，既是(shi)責任擔當，更是(shi)歷史(shi)使(shi)命。學(xue)(xue)(xue)院(yuan)不斷創(chuang)新，積(ji)(ji)極開展勞(lao)(lao)(lao)(lao)模(mo)(mo)專題(ti)講(jiang)座、勞(lao)(lao)(lao)(lao)模(mo)(mo)、工匠進(jin)(jin)校(xiao)(xiao)園(yuan)等文化(hua)活(huo)(huo)(huo)動(dong)(dong)(dong)(dong)宣傳勞(lao)(lao)(lao)(lao)模(mo)(mo)精神、模(mo)(mo)范勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)人物(wu)和(he)故事、工匠精神。開展勞(lao)(lao)(lao)(lao)模(mo)(mo)宣講(jiang)會和(he)在畢業(ye)生(sheng)(sheng)(sheng)、校(xiao)(xiao)內學(xue)(xue)(xue)生(sheng)(sheng)(sheng)中評選“工匠標兵(bing)”和(he)“技(ji)能標兵(bing)”，弘揚勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)精神，樹立(li)典范。讓學(xue)(xue)(xue)生(sheng)(sheng)(sheng)明白勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)最(zui)光榮、最(zui)崇高、最(zui)偉大。積(ji)(ji)極引(yin)導(dao)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)形成馬(ma)克(ke)思(si)(si)主義(yi)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)觀，崇尚勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)、尊(zun)重勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)。

4．2專業人才培養方案合理設(she)置勞動教育(yu)

制(zhi)訂科學(xue)(xue)(xue)人(ren)(ren)才(cai)培(pei)養(yang)制(zhi)度是(shi)落(luo)實人(ren)(ren)才(cai)培(pei)養(yang)的(de)(de)(de)基礎和前提，而規范教(jiao)(jiao)(jiao)學(xue)(xue)(xue)活(huo)動(dong)(dong)的(de)(de)(de)內容和過(guo)程是(shi)培(pei)養(yang)人(ren)(ren)才(cai)的(de)(de)(de)途徑與方式(shi)。課(ke)(ke)堂教(jiao)(jiao)(jiao)學(xue)(xue)(xue)是(shi)實施人(ren)(ren)才(cai)培(pei)養(yang)的(de)(de)(de)主(zhu)(zhu)陣地，是(shi)人(ren)(ren)才(cai)培(pei)養(yang)的(de)(de)(de)練兵場(chang)，是(shi)學(xue)(xue)(xue)生成長成才(cai)的(de)(de)(de)主(zhu)(zhu)渠道(dao)。新(xin)修訂人(ren)(ren)才(cai)培(pei)養(yang)方案，增(zeng)加(jia)勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育課(ke)(ke)時，科學(xue)(xue)(xue)設計了勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育的(de)(de)(de)方式(shi)、并且向學(xue)(xue)(xue)生傳授勞(lao)(lao)動(dong)(dong)價值和勞(lao)(lao)動(dong)(dong)歷史(shi)內容的(de)(de)(de)講解(jie)。積極開發有(you)機(ji)融(rong)合的(de)(de)(de)“勞(lao)(lao)動(dong)(dong)+”系列化(hua)課(ke)(ke)程體系，爭(zheng)取做到(dao)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)創新(xin)，課(ke)(ke)程教(jiao)(jiao)(jiao)學(xue)(xue)(xue)形式(shi)更加(jia)完善(shan)，使勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育課(ke)(ke)程落(luo)地;利用課(ke)(ke)程思(si)政，在課(ke)(ke)程教(jiao)(jiao)(jiao)學(xue)(xue)(xue)中(zhong)融(rong)入勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育的(de)(de)(de)內容，通過(guo)課(ke)(ke)程思(si)政方式(shi)滲透勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育;在醫(yi)學(xue)(xue)(xue)專業實訓課(ke)(ke)的(de)(de)(de)實踐教(jiao)(jiao)(jiao)學(xue)(xue)(xue)中(zhong)、見習與跟崗(gang)實習中(zhong)，加(jia)強(qiang)素質目標(biao)的(de)(de)(de)實施，培(pei)養(yang)國家所需的(de)(de)(de)工匠之才(cai)。

4．3積極(ji)搭建“家庭+學校(xiao)+社會”全面協同的勞(lao)動教育實踐平臺，拓展勞(lao)動教育方式(shi)和(he)勞(lao)動途徑

學(xue)(xue)(xue)院(yuan)(yuan)在勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)資(zi)源供給上，構(gou)(gou)建(jian)“內(nei)(nei)與(yu)(yu)外”有(you)效協同(tong)。加大與(yu)(yu)周邊社(she)區(qu)、公共(gong)(gong)(gong)機構(gou)(gou)等(deng)的(de)(de)(de)協作(zuo)(zuo)，通(tong)過(guo)(guo)建(jian)立(li)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)協調機制(zhi)為學(xue)(xue)(xue)校(xiao)開展(zhan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)打好基礎。首(shou)先，學(xue)(xue)(xue)校(xiao)應根據不(bu)同(tong)專(zhuan)業(ye)生(sheng)(sheng)(sheng)源類型(xing)，將日常生(sheng)(sheng)(sheng)活(huo)(huo)(huo)(huo)(huo)(huo)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、生(sheng)(sheng)(sheng)產勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、服(fu)務(wu)(wu)(wu)性(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)貫(guan)穿(chuan)在育(yu)(yu)(yu)人(ren)全(quan)(quan)過(guo)(guo)程(cheng)中(zhong)(zhong)。開展(zhan)“勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)周”系列主題教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)活(huo)(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，設(she)(she)(she)置(zhi)校(xiao)內(nei)(nei)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)基地，發揮(hui)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)積極性(xing)(xing)，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)參與(yu)(yu)組織(zhi)(zhi)和(he)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)實(shi)(shi)(shi)施，在勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)中(zhong)(zhong)體驗(yan)收獲和(he)快樂，利用第二課(ke)堂開展(zhan)校(xiao)內(nei)(nei)志愿服(fu)務(wu)(wu)(wu)，同(tong)時(shi)將勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)因素滲透進(jin)迎新晚會和(he)班會中(zhong)(zhong)以及節日活(huo)(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)當中(zhong)(zhong)，廣(guang)泛開展(zhan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)實(shi)(shi)(shi)踐(jian)活(huo)(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，讓(rang)校(xiao)園的(de)(de)(de)物質環境(jing)成(cheng)為強化(hua)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)沃土。讓(rang)校(xiao)園文化(hua)活(huo)(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)成(cheng)為培(pei)養(yang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)情(qing)懷(huai)的(de)(de)(de)著(zhu)力(li)點。依(yi)托校(xiao)內(nei)(nei)實(shi)(shi)(shi)訓、校(xiao)外頂(ding)崗實(shi)(shi)(shi)習，多(duo)組織(zhi)(zhi)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)參加勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)活(huo)(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，使(shi)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)職業(ye)榮(rong)譽感得到提升，這(zhe)樣他們就可(ke)以更加熱(re)愛勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、熱(re)愛學(xue)(xue)(xue)習，不(bu)斷創(chuang)(chuang)新性(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，提高自身的(de)(de)(de)綜(zong)合(he)能力(li)。二是家(jia)校(xiao)共(gong)(gong)(gong)育(yu)(yu)(yu)，有(you)效運用家(jia)庭教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)陣(zhen)地和(he)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)資(zi)源，學(xue)(xue)(xue)院(yuan)(yuan)牽頭(tou)，家(jia)長(chang)(chang)參與(yu)(yu)，制(zhi)訂學(xue)(xue)(xue)生(sheng)(sheng)(sheng)生(sheng)(sheng)(sheng)活(huo)(huo)(huo)(huo)(huo)(huo)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)培(pei)養(yang)方案，家(jia)庭勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)涵(han)蓋做飯(fan)、打掃衛生(sheng)(sheng)(sheng)、清(qing)洗(xi)衣服(fu)，家(jia)庭收納整理等(deng)內(nei)(nei)容，建(jian)立(li)考核機制(zhi)，加深(shen)學(xue)(xue)(xue)院(yuan)(yuan)與(yu)(yu)家(jia)長(chang)(chang)溝通(tong)，讓(rang)家(jia)長(chang)(chang)參與(yu)(yu)開展(zhan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)，從(cong)(cong)生(sheng)(sheng)(sheng)活(huo)(huo)(huo)(huo)(huo)(huo)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，實(shi)(shi)(shi)現(xian)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)全(quan)(quan)面性(xing)(xing)與(yu)(yu)常態化(hua)。三是與(yu)(yu)社(she)區(qu)公共(gong)(gong)(gong)機構(gou)(gou)合(he)作(zuo)(zuo)，組織(zhi)(zhi)各專(zhuan)業(ye)班級定期(qi)開展(zhan)進(jin)社(she)區(qu)，校(xiao)外公益服(fu)務(wu)(wu)(wu)性(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，通(tong)過(guo)(guo)專(zhuan)業(ye)知識為他人(ren)和(he)社(she)會提供服(fu)務(wu)(wu)(wu)，引導學(xue)(xue)(xue)生(sheng)(sheng)(sheng)樹立(li)正確的(de)(de)(de)思想(xiang)價值觀，從(cong)(cong)而使(shi)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)養(yang)成(cheng)樂于(yu)奉獻、努力(li)奮斗的(de)(de)(de)思想(xiang)和(he)行(xing)為。首(shou)先，搭(da)建(jian)與(yu)(yu)社(she)區(qu)長(chang)(chang)期(qi)合(he)作(zuo)(zuo)機制(zhi)，深(shen)入(ru)挖掘(jue)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)內(nei)(nei)容，使(shi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)資(zi)源和(he)內(nei)(nei)容更加靈(ling)活(huo)(huo)(huo)(huo)(huo)(huo)。其次，可(ke)以利用校(xiao)外的(de)(de)(de)活(huo)(huo)(huo)(huo)(huo)(huo)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)和(he)場地構(gou)(gou)建(jian)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)基地，豐富勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)實(shi)(shi)(shi)踐(jian)的(de)(de)(de)內(nei)(nei)容設(she)(she)(she)置(zhi)，如結(jie)合(he)醫(yi)學(xue)(xue)(xue)專(zhuan)業(ye)，開設(she)(she)(she)社(she)區(qu)護理服(fu)務(wu)(wu)(wu)。切(qie)實(shi)(shi)(shi)提升了平臺勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)育(yu)(yu)(yu)人(ren)質量(liang)和(he)水平，把(ba)生(sheng)(sheng)(sheng)活(huo)(huo)(huo)(huo)(huo)(huo)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、生(sheng)(sheng)(sheng)產勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)和(he)服(fu)務(wu)(wu)(wu)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)以及具有(you)專(zhuan)業(ye)特(te)色的(de)(de)(de)職業(ye)性(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)融(rong)入(ru)其中(zhong)(zhong)。最后，創(chuang)(chuang)新勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)實(shi)(shi)(shi)踐(jian)過(guo)(guo)程(cheng)管(guan)理，設(she)(she)(she)置(zhi)學(xue)(xue)(xue)校(xiao)和(he)機構(gou)(gou)共(gong)(gong)(gong)同(tong)參與(yu)(yu)的(de)(de)(de)管(guan)理模(mo)式，提升管(guan)理效率(lv)。做到勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)素養(yang)培(pei)養(yang)和(he)專(zhuan)業(ye)服(fu)務(wu)(wu)(wu)有(you)機結(jie)合(he)，打造高素質綜(zong)合(he)型(xing)人(ren)才。

4．4勞動教(jiao)育(yu)考核評價

在勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)考(kao)(kao)核(he)中，注重(zhong)“質與(yu)量”并(bing)重(zhong)，體現“知(zhi)與(yu)行”合(he)一，注重(zhong)學(xue)(xue)(xue)(xue)生(sheng)(sheng)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)素(su)養(yang)的(de)(de)全面(mian)發展(zhan)(zhan)。除(chu)了設(she)(she)有(you)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)課(ke)程考(kao)(kao)核(he)評價(jia)(jia)外，在我校大(da)(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)綜合(he)素(su)質學(xue)(xue)(xue)(xue)分(fen)制考(kao)(kao)核(he)細則(ze)設(she)(she)置(zhi)“勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)活動(dong)(dong)(dong)(dong)(dong)(dong)參與(yu)學(xue)(xue)(xue)(xue)分(fen)”，體現“知(zhi)”的(de)(de)評價(jia)(jia)。同時設(she)(she)有(you)參照學(xue)(xue)(xue)(xue)生(sheng)(sheng)各級各類(lei)評優評先獲(huo)得(de)的(de)(de)榮(rong)譽(yu)，將(jiang)這些榮(rong)譽(yu)作為評價(jia)(jia)學(xue)(xue)(xue)(xue)生(sheng)(sheng)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)能(neng)(neng)(neng)力的(de)(de)參考(kao)(kao)依據。設(she)(she)置(zhi)有(you)知(zhi)識(shi)競賽(sai)、主題(ti)辯(bian)論、企業調研等方面(mian)學(xue)(xue)(xue)(xue)分(fen)認(ren)定，推進學(xue)(xue)(xue)(xue)生(sheng)(sheng)積極參與(yu)。工匠精(jing)(jing)神(shen)(shen)、勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)精(jing)(jing)神(shen)(shen)展(zhan)(zhan)示了中華民(min)族廣大(da)(da)(da)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)者的(de)(de)價(jia)(jia)值(zhi)追(zhui)求，也是(shi)職業院校人(ren)才(cai)培養(yang)的(de)(de)重(zhong)點，通(tong)過(guo)(guo)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)強(qiang)化大(da)(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)精(jing)(jing)神(shen)(shen)、提高(gao)大(da)(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)意識(shi)和(he)能(neng)(neng)(neng)力，使大(da)(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)通(tong)過(guo)(guo)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)對專業知(zhi)識(shi)、所(suo)學(xue)(xue)(xue)(xue)技能(neng)(neng)(neng)產生(sheng)(sheng)更深入的(de)(de)記憶和(he)理解，這也是(shi)高(gao)職院校落(luo)實立德(de)(de)樹人(ren)根本任務的(de)(de)深刻體現。所(suo)以當今新(xin)時代(dai)背(bei)景下高(gao)等專業學(xue)(xue)(xue)(xue)校要重(zhong)視將(jiang)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)、勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)精(jing)(jing)神(shen)(shen)和(he)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)能(neng)(neng)(neng)力培養(yang)作為教(jiao)學(xue)(xue)(xue)(xue)重(zhong)點，通(tong)過(guo)(guo)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)引導學(xue)(xue)(xue)(xue)生(sheng)(sheng)樹立正確(que)的(de)(de)思想道德(de)(de)觀(guan)念，為他們的(de)(de)就業做好保障。

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作者(zhe):方寧韋 晰玄 趙(zhao)欣 單位(wei):咸陽職(zhi)業技術(shu)學院