【摘要】本(ben)文(wen)旨(zhi)在(zai)分析新(xin)時(shi)代五(wu)育(yu)(yu)融(rong)合背景下勞(lao)(lao)(lao)動(dong)(dong)教(jiao)育(yu)(yu)的(de)(de)(de)重要意義，及目前高校勞(lao)(lao)(lao)動(dong)(dong)教(jiao)育(yu)(yu)中存在(zai)的(de)(de)(de)普遍問(wen)題，通過在(zai)勞(lao)(lao)(lao)動(dong)(dong)思(si)想教(jiao)育(yu)(yu)、勞(lao)(lao)(lao)動(dong)(dong)實(shi)踐教(jiao)學(xue)、營造良好(hao)的(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)教(jiao)育(yu)(yu)環境等(deng)教(jiao)學(xue)體(ti)系及勞(lao)(lao)(lao)動(dong)(dong)保障體(ti)系進(jin)(jin)行探(tan)索，幫助新(xin)時(shi)代大學(xue)生(sheng)樹立正確的(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)價值觀(guan)，養成良好(hao)的(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)習慣，助力大學(xue)生(sheng)培養動(dong)(dong)手能(neng)力、吃苦耐勞(lao)(lao)(lao)精神、團結協作(zuo)能(neng)力、熱愛勞(lao)(lao)(lao)動(dong)(dong)和尊重勞(lao)(lao)(lao)動(dong)(dong)的(de)(de)(de)意識(shi)，達到以(yi)勞(lao)(lao)(lao)動(dong)(dong)教(jiao)育(yu)(yu)促進(jin)(jin)大學(xue)生(sheng)德智體(ti)美勞(lao)(lao)(lao)全面協調發展(zhan)的(de)(de)(de)目標。

【關鍵詞】勞(lao)動(dong)教育(yu)；高(gao)校；五(wu)育(yu)融(rong)合

隨著(zhu)《中共中央國務院關于全(quan)面加強新時(shi)代大中小學(xue)勞(lao)動(dong)教(jiao)(jiao)育(yu)(yu)的(de)意見》（以下簡稱(cheng)《意見》）的(de)發(fa)布，“五育(yu)(yu)融合”被再次(ci)強調，國家把(ba)學(xue)生(sheng)勞(lao)動(dong)教(jiao)(jiao)育(yu)(yu)和其他能力培養提(ti)到了重要(yao)位置(zhi)，作(zuo)為高校(xiao)也應當(dang)把(ba)勞(lao)動(dong)教(jiao)(jiao)育(yu)(yu)提(ti)到一個新的(de)高度，并且采取有效的(de)措(cuo)施[1，2]。本(ben)文分析了新時(shi)代背景下勞(lao)動(dong)教(jiao)(jiao)育(yu)(yu)的(de)重要(yao)意義(yi)及勞(lao)動(dong)教(jiao)(jiao)育(yu)(yu)中存在的(de)普遍問題，從勞(lao)動(dong)思想教(jiao)(jiao)育(yu)(yu)、勞(lao)動(dong)實踐教(jiao)(jiao)學(xue)、營造(zao)良好的(de)勞(lao)動(dong)教(jiao)(jiao)育(yu)(yu)環境等教(jiao)(jiao)學(xue)體(ti)系(xi)及勞(lao)動(dong)保(bao)障體(ti)系(xi)進行探索，旨在為勞(lao)動(dong)教(jiao)(jiao)育(yu)(yu)在高校(xiao)的(de)實踐落實提(ti)供參考。

一、勞動教(jiao)育(yu)的重要意義(yi)

勞(lao)(lao)動(dong)教育的(de)有效開展(zhan)可以幫助大學生樹立正確的(de)勞(lao)(lao)動(dong)觀(guan)，提(ti)(ti)高勞(lao)(lao)動(dong)能(neng)(neng)力(li)，提(ti)(ti)升勞(lao)(lao)動(dong)素(su)養。高校須加強(qiang)勞(lao)(lao)動(dong)教育環節，培養能(neng)(neng)夠吃(chi)苦耐(nai)勞(lao)(lao)，勞(lao)(lao)動(dong)能(neng)(neng)力(li)強(qiang)、團(tuan)隊協作能(neng)(neng)力(li)強(qiang)、創新創業能(neng)(neng)力(li)強(qiang)且適應時代發展(zhan)的(de)高素(su)質人才。

（一）勞動教育有利于(yu)落(luo)實立德(de)樹人根本(ben)任務

摘要：勞(lao)(lao)動(dong)(dong)(dong)(dong)教育(yu)是(shi)新時代(dai)高(gao)校落(luo)實立德樹人根(gen)本任務，促(cu)進(jin)(jin)大學(xue)(xue)生(sheng)全面發展的重要途(tu)徑。文章對湖南農業大學(xue)(xue)1137名學(xue)(xue)生(sheng)進(jin)(jin)行勞(lao)(lao)動(dong)(dong)(dong)(dong)教育(yu)現狀問(wen)卷(juan)調(diao)查，結果表明(ming)，該校勞(lao)(lao)動(dong)(dong)(dong)(dong)教育(yu)整體(ti)情況較好，但也(ye)存(cun)在(zai)學(xue)(xue)生(sheng)參與勞(lao)(lao)動(dong)(dong)(dong)(dong)教育(yu)積極(ji)性不(bu)高(gao)、沒有完善的教育(yu)評價系(xi)統、缺乏(fa)經驗豐富的實踐教學(xue)(xue)教師(shi)以及(ji)(ji)條件(jian)保障(zhang)(zhang)體(ti)系(xi)薄(bo)弱等問(wen)題。針(zhen)對勞(lao)(lao)動(dong)(dong)(dong)(dong)教育(yu)過程中存(cun)在(zai)的問(wen)題，高(gao)校應(ying)當從培養學(xue)(xue)生(sheng)正確勞(lao)(lao)動(dong)(dong)(dong)(dong)價值觀和吃苦耐勞(lao)(lao)的精神品質(zhi)、完善勞(lao)(lao)動(dong)(dong)(dong)(dong)教育(yu)評價體(ti)系(xi)、加強勞(lao)(lao)動(dong)(dong)(dong)(dong)教育(yu)師(shi)資隊伍的建設以及(ji)(ji)健全高(gao)校勞(lao)(lao)動(dong)(dong)(dong)(dong)教育(yu)條件(jian)保障(zhang)(zhang)體(ti)系(xi)等方面推進(jin)(jin)。

關鍵詞：高(gao)校(xiao)；勞動教育；現(xian)狀；對(dui)策(ce)研究(jiu)

2020年3月，中(zhong)共中(zhong)央、國務院發(fa)(fa)布《關于全(quan)面加強新(xin)時(shi)(shi)(shi)代(dai)大中(zhong)小學(xue)(xue)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)的(de)(de)(de)意(yi)見(jian)》（以下簡稱《意(yi)見(jian)》），要(yao)求全(quan)面構建能夠體現時(shi)(shi)(shi)代(dai)特征(zheng)的(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)體系(xi)，強調普通(tong)高校(xiao)(xiao)本科階段(duan)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)不能少于32個學(xue)(xue)時(shi)(shi)(shi)。隨著《意(yi)見(jian)》的(de)(de)(de)實(shi)(shi)施，各大高校(xiao)(xiao)相(xiang)繼(ji)出(chu)臺勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)實(shi)(shi)施方案(an)與(yu)教(jiao)學(xue)(xue)計劃等文件(jian)，積(ji)極(ji)落實(shi)(shi)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)，促(cu)進學(xue)(xue)生全(quan)面發(fa)(fa)展(zhan)。新(xin)時(shi)(shi)(shi)代(dai)中(zhong)國特色社(she)會(hui)主(zhu)義(yi)教(jiao)育(yu)(yu)(yu)(yu)發(fa)(fa)展(zhan)道路,需要(yao)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)的(de)(de)(de)奠基[1]。盡管(guan)國家大力提(ti)倡勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)，但(dan)受經費、人員以及場地(di)等諸多因素的(de)(de)(de)制(zhi)約(yue)，勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)機制(zhi)在(zai)實(shi)(shi)際(ji)運行和實(shi)(shi)施中(zhong)存在(zai)許(xu)多問題(ti)，尚未達到理想中(zhong)的(de)(de)(de)教(jiao)育(yu)(yu)(yu)(yu)效果。新(xin)時(shi)(shi)(shi)代(dai)高校(xiao)(xiao)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)現狀如何，是(shi)社(she)會(hui)各界廣(guang)泛關注(zhu)的(de)(de)(de)焦點。要(yao)探索新(xin)時(shi)(shi)(shi)代(dai)高校(xiao)(xiao)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)的(de)(de)(de)發(fa)(fa)展(zhan)與(yu)改進方向，完善高校(xiao)(xiao)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)體系(xi)，提(ti)高高校(xiao)(xiao)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)質量，必須在(zai)實(shi)(shi)證調查的(de)(de)(de)基礎上，準確了解高校(xiao)(xiao)在(zai)推進勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)過(guo)程中(zhong)存在(zai)的(de)(de)(de)問題(ti)。本研究通(tong)過(guo)問卷對湖南農業大學(xue)(xue)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)現狀進行調查，分析(xi)其在(zai)推進大學(xue)(xue)生勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)(yu)(yu)時(shi)(shi)(shi)存在(zai)的(de)(de)(de)問題(ti)并提(ti)出(chu)相(xiang)應的(de)(de)(de)策略(lve)。

一、研究設計

（一(yi)）研究工具與內容本(ben)(ben)研究采用問(wen)卷星在線問(wen)卷進行(xing)調查。調查問(wen)卷分(fen)(fen)為兩個部(bu)(bu)分(fen)(fen)：第一(yi)部(bu)(bu)分(fen)(fen)是學生(sheng)基本(ben)(ben)情況(kuang)，主要包(bao)括性別、年級、所學專業(ye)以及生(sheng)源(yuan)地(di)四個題(ti)項。第二(er)部(bu)(bu)分(fen)(fen)為五分(fen)(fen)量表題(ti)，從“非常不符合”到“非常符合”依(yi)次從1至5進行(xing)賦值(zhi)，主要包(bao)括學生(sheng)態度(du)、學校(xiao)頂層設計、氛圍營(ying)造、師資隊伍、條(tiao)件保障五個維度(du)。

（二(er)）量表信(xin)(xin)效(xiao)度(du)分(fen)析(xi)本研究(jiu)采用Cronbach'sAlpha系數(shu)作為(wei)信(xin)(xin)度(du)指標，檢(jian)驗(yan)問(wen)(wen)卷(juan)整(zheng)體信(xin)(xin)度(du)。問(wen)(wen)卷(juan)整(zheng)體的克隆(long)(long)巴(ba)赫Alpha系數(shu)為(wei)0.990，說明(ming)問(wen)(wen)卷(juan)具有(you)較好(hao)的內部一(yi)致性。各個維度(du)的克隆(long)(long)巴(ba)赫Alpha系數(shu)分(fen)別(bie)為(wei)0.967、0.960、0.962、0.960、0.964，均(jun)大于0.9，說明(ming)問(wen)(wen)卷(juan)各個維度(du)的信(xin)(xin)度(du)良好(hao)，可(ke)用于進一(yi)步研究(jiu)（Cronbach’sAlpha的值超(chao)過0.7表示信(xin)(xin)度(du)良好(hao)，數(shu)值在(zai)0.6～0.7為(wei)可(ke)以接受）。通過KMO值和Bartlett球形檢(jian)驗(yan)對(dui)問(wen)(wen)卷(juan)的效(xiao)度(du)進行分(fen)析(xi)。樣本數(shu)據(ju)KMO值為(wei)0.981＞0.8，顯(xian)著水平p=0.000＜0.01，達到非常(chang)(chang)顯(xian)著水平，說明(ming)問(wen)(wen)卷(juan)效(xiao)度(du)良好(hao)（KMO值高于0.8，則說明(ming)問(wen)(wen)卷(juan)效(xiao)度(du)很好(hao)，研究(jiu)數(shu)據(ju)非常(chang)(chang)適合提取信(xin)(xin)息）。

【摘要】本(ben)文在高校面對勞(lao)動教育(yu)整體被弱化、價值觀被異化、勞(lao)動能力(li)有限的(de)問題上(shang)，基于高校的(de)使(shi)命，試提出高校開(kai)展(zhan)勞(lao)動教育(yu)的(de)實踐路(lu)徑，并倡導全社會(hui)各(ge)環節形成合力(li)，共同推(tui)動勞(lao)動教育(yu)的(de)發展(zhan)。

【關(guan)鍵詞】高(gao)校；勞動教(jiao)育；實踐

一、新(xin)時期勞動教育的內涵

新時期高(gao)(gao)校的(de)(de)(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)有更高(gao)(gao)的(de)(de)(de)(de)立意。勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)主要(yao)是(shi)通(tong)過勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)來(lai)獲得教育(yu)，而勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)又(you)可(ke)以(yi)分為(wei)體(ti)(ti)力(li)(li)(li)(li)(li)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)和腦力(li)(li)(li)(li)(li)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)，體(ti)(ti)力(li)(li)(li)(li)(li)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)可(ke)以(yi)鍛煉人(ren)的(de)(de)(de)(de)體(ti)(ti)能(neng)(neng)(neng)，在(zai)(zai)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)過程中提(ti)(ti)高(gao)(gao)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)能(neng)(neng)(neng)力(li)(li)(li)(li)(li)，懂得勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)艱(jian)辛，珍惜勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)成(cheng)(cheng)果；腦力(li)(li)(li)(li)(li)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)可(ke)以(yi)調動(dong)(dong)(dong)(dong)(dong)(dong)人(ren)的(de)(de)(de)(de)認(ren)知能(neng)(neng)(neng)力(li)(li)(li)(li)(li)與(yu)非(fei)(fei)認(ren)知能(neng)(neng)(neng)力(li)(li)(li)(li)(li)的(de)(de)(de)(de)參與(yu)。國(guo)外(wai)研究發現，在(zai)(zai)學(xue)(xue)校教育(yu)培養的(de)(de)(de)(de)能(neng)(neng)(neng)力(li)(li)(li)(li)(li)中，非(fei)(fei)認(ren)知能(neng)(neng)(neng)力(li)(li)(li)(li)(li)在(zai)(zai)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)力(li)(li)(li)(li)(li)市場(chang)上(shang)能(neng)(neng)(neng)得到(dao)80%的(de)(de)(de)(de)回報，而認(ren)知能(neng)(neng)(neng)力(li)(li)(li)(li)(li)與(yu)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)力(li)(li)(li)(li)(li)市場(chang)表(biao)現的(de)(de)(de)(de)相關性較弱[1][2]；我國(guo)研究表(biao)明，大學(xue)(xue)期間個體(ti)(ti)非(fei)(fei)認(ren)知與(yu)認(ren)知發展對初職月薪均(jun)產(chan)生顯著影響[3]。可(ke)以(yi)看出，手腦并(bing)用時的(de)(de)(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)可(ke)以(yi)使非(fei)(fei)認(ren)知能(neng)(neng)(neng)力(li)(li)(li)(li)(li)提(ti)(ti)高(gao)(gao)。簡言之，勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)在(zai)(zai)青年大學(xue)(xue)生能(neng)(neng)(neng)否(fou)把握人(ren)生獲得成(cheng)(cheng)長與(yu)成(cheng)(cheng)就(jiu)中占有重要(yao)的(de)(de)(de)(de)地位。綜上(shang)，新時期高(gao)(gao)校的(de)(de)(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)要(yao)以(yi)體(ti)(ti)力(li)(li)(li)(li)(li)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)為(wei)主，讓青年大學(xue)(xue)生從中得到(dao)發展。本文的(de)(de)(de)(de)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)教育(yu)是(shi)指通(tong)過手腦并(bing)用所帶來(lai)的(de)(de)(de)(de)青年大學(xue)(xue)生認(ren)知能(neng)(neng)(neng)力(li)(li)(li)(li)(li)與(yu)非(fei)(fei)認(ren)知能(neng)(neng)(neng)力(li)(li)(li)(li)(li)的(de)(de)(de)(de)提(ti)(ti)升。

二、現實中高校(xiao)勞動教育存在的問(wen)題

現實中，高校(xiao)勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)存(cun)在著(zhu)不(bu)少(shao)的(de)(de)(de)問題。第(di)一，高校(xiao)有(you)關勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)課(ke)(ke)(ke)(ke)程(cheng)(cheng)缺失。這里的(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)課(ke)(ke)(ke)(ke)程(cheng)(cheng)，指的(de)(de)(de)是兩方面(mian)，一是學(xue)(xue)(xue)(xue)校(xiao)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)計劃里的(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)課(ke)(ke)(ke)(ke)程(cheng)(cheng)；二是老(lao)師(shi)和學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)們的(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)意識。目前高校(xiao)暫未開(kai)設勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)課(ke)(ke)(ke)(ke)程(cheng)(cheng)，材料內容(rong)也(ye)較少(shao)，不(bu)能夠給青(qing)年(nian)大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)提(ti)供充分的(de)(de)(de)、系統的(de)(de)(de)學(xue)(xue)(xue)(xue)理性(xing)勞(lao)(lao)(lao)動(dong)(dong)(dong)課(ke)(ke)(ke)(ke)程(cheng)(cheng)，要(yao)對青(qing)年(nian)大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)施以(yi)勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)也(ye)是“巧(qiao)婦難為(wei)(wei)無米之(zhi)炊”。老(lao)師(shi)和學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)們的(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)意識指的(de)(de)(de)是，老(lao)師(shi)結合課(ke)(ke)(ke)(ke)堂教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)對學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)進行(xing)勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)，學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)將(jiang)勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)看作是提(ti)升自身素養(yang)的(de)(de)(de)一種途徑(jing)。目前，老(lao)師(shi)和學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)們對勞(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)的(de)(de)(de)認識有(you)限(xian)。第(di)二，勞(lao)(lao)(lao)動(dong)(dong)(dong)價(jia)(jia)值(zhi)(zhi)觀被異化(hua)。受中國古代傳(chuan)統“勞(lao)(lao)(lao)心者(zhe)治(zhi)人，勞(lao)(lao)(lao)力者(zhe)治(zhi)于人”“萬(wan)般皆下品，惟有(you)讀書高”等(deng)思(si)想(xiang)的(de)(de)(de)鉗制，許(xu)多青(qing)年(nian)大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)認為(wei)(wei)一線勞(lao)(lao)(lao)動(dong)(dong)(dong)者(zhe)就(jiu)(jiu)是社會(hui)地位(wei)低的(de)(de)(de)表現。高校(xiao)不(bu)是一座孤島，其(qi)(qi)開(kai)放(fang)與包容(rong)讓社會(hui)上的(de)(de)(de)不(bu)良風氣(qi)有(you)了(le)可乘(cheng)之(zhi)機，拜金主(zhu)義、享樂(le)主(zhu)義、炫(xuan)富等(deng)思(si)想(xiang)容(rong)易導(dao)致青(qing)年(nian)大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)價(jia)(jia)值(zhi)(zhi)觀扭曲，從(cong)而其(qi)(qi)勞(lao)(lao)(lao)動(dong)(dong)(dong)價(jia)(jia)值(zhi)(zhi)觀被異化(hua)，主(zhu)要(yao)體現在很多青(qing)年(nian)大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)圖一時之(zhi)快(kuai)，在網(wang)上進行(xing)網(wang)貸(dai)、裸貸(dai)等(deng)。第(di)三，勞(lao)(lao)(lao)動(dong)(dong)(dong)能力水(shui)平(ping)有(you)限(xian)。改革開(kai)放(fang)以(yi)來，我國人民生(sheng)(sheng)(sheng)(sheng)(sheng)活水(shui)平(ping)迅速提(ti)高，如今大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)年(nian)齡一般在18歲至25歲之(zhi)間(jian)，他們多為(wei)(wei)獨生(sheng)(sheng)(sheng)(sheng)(sheng)子女，是全家幾代人的(de)(de)(de)希望(wang)，他們成為(wei)(wei)家里的(de)(de)(de)“小皇(huang)帝”，從(cong)小就(jiu)(jiu)沒有(you)勞(lao)(lao)(lao)動(dong)(dong)(dong)的(de)(de)(de)機會(hui)，不(bu)會(hui)打掃衛生(sheng)(sheng)(sheng)(sheng)(sheng)、不(bu)會(hui)洗衣(yi)服，從(cong)而導(dao)致了(le)青(qing)年(nian)大(da)(da)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)勞(lao)(lao)(lao)動(dong)(dong)(dong)能力水(shui)平(ping)有(you)限(xian)。

[摘要]中(zhong)華(hua)民族“以辛勤(qin)勞(lao)(lao)動(dong)(dong)為(wei)(wei)榮，以好逸惡(e)勞(lao)(lao)為(wei)(wei)恥”，一(yi)代代勞(lao)(lao)動(dong)(dong)者(zhe)的(de)(de)辛苦付出才創(chuang)造了(le)我們(men)今(jin)天的(de)(de)幸(xing)福生活(huo)，而我們(men)必(bi)須(xu)堅持勞(lao)(lao)動(dong)(dong)，才能延續這樣的(de)(de)幸(xing)福生活(huo)。勞(lao)(lao)動(dong)(dong)是(shi)高(gao)尚的(de)(de)、光(guang)榮的(de)(de)、偉大(da)的(de)(de)，勞(lao)(lao)動(dong)(dong)者(zhe)是(shi)最美麗的(de)(de)人。將(jiang)育人理念(nian)融入(ru)高(gao)校勞(lao)(lao)動(dong)(dong)教育中(zhong)，不斷創(chuang)新(xin)勞(lao)(lao)動(dong)(dong)實(shi)踐的(de)(de)方式(shi)，探索出大(da)學生喜愛的(de)(de)、能為(wei)(wei)社會作(zuo)出更多貢獻(xian)的(de)(de)勞(lao)(lao)動(dong)(dong)教育方式(shi)，引導大(da)學生主動(dong)(dong)投(tou)身勞(lao)(lao)動(dong)(dong)和創(chuang)作(zuo)，是(shi)每一(yi)位高(gao)校的(de)(de)勞(lao)(lao)動(dong)(dong)教育工作(zuo)者(zhe)都應追求的(de)(de)。本文從教育意(yi)義和具體實(shi)踐的(de)(de)角度(du)，分析了(le)育人理念(nian)融入(ru)高(gao)校勞(lao)(lao)動(dong)(dong)教育中(zhong)的(de)(de)創(chuang)新(xin)型實(shi)踐與探索。

[關(guan)鍵詞]育(yu)人理(li)念(nian)；勞動教育(yu)；創(chuang)新實(shi)踐

2020年(nian)3月，中(zhong)共(gong)中(zhong)央、國(guo)(guo)務院(yuan)印發了(le)《關(guan)于全(quan)(quan)面(mian)(mian)加強(qiang)新(xin)(xin)時(shi)代大中(zhong)小(xiao)學勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)意(yi)見(jian)》，要(yao)求整個社(she)(she)(she)會層面(mian)(mian)重(zhong)視(shi)和(he)加強(qiang)勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)，勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)在(zai)(zai)新(xin)(xin)時(shi)期從理論(lun)階段(duan)進(jin)入了(le)實施階段(duan)。高(gao)校(xiao)(xiao)是教(jiao)(jiao)(jiao)書育(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)的(de)(de)(de)(de)(de)重(zhong)要(yao)場所，作為(wei)(wei)培養人(ren)(ren)(ren)才服務社(she)(she)(she)會的(de)(de)(de)(de)(de)搖籃，應(ying)當將“立德樹人(ren)(ren)(ren)”作為(wei)(wei)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)過程(cheng)中(zhong)的(de)(de)(de)(de)(de)重(zhong)要(yao)目標，將勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)應(ying)用在(zai)(zai)人(ren)(ren)(ren)才培養的(de)(de)(de)(de)(de)全(quan)(quan)過程(cheng)當中(zhong)，實現(xian)對學生“德、智(zhi)、體(ti)、美、勞(lao)”全(quan)(quan)方(fang)位的(de)(de)(de)(de)(de)培養。思(si)政教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)工作是我國(guo)(guo)高(gao)校(xiao)(xiao)承擔的(de)(de)(de)(de)(de)重(zhong)要(yao)使命，在(zai)(zai)“課程(cheng)思(si)政”的(de)(de)(de)(de)(de)大背(bei)景(jing)下，高(gao)校(xiao)(xiao)需要(yao)引導學生形成(cheng)自(zi)己的(de)(de)(de)(de)(de)世界(jie)觀、人(ren)(ren)(ren)生觀和(he)價值觀，不(bu)(bu)斷提升自(zi)己的(de)(de)(de)(de)(de)思(si)想認(ren)知水平(ping)，在(zai)(zai)學習專業知識的(de)(de)(de)(de)(de)同時(shi)兼顧多方(fang)面(mian)(mian)的(de)(de)(de)(de)(de)發展(zhan)，成(cheng)長(chang)為(wei)(wei)符合新(xin)(xin)時(shi)代要(yao)求的(de)(de)(de)(de)(de)綜(zong)合性人(ren)(ren)(ren)才。在(zai)(zai)這一大背(bei)景(jing)下，高(gao)校(xiao)(xiao)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)發生了(le)很(hen)大的(de)(de)(de)(de)(de)變化，需要(yao)不(bu)(bu)斷改革和(he)創新(xin)(xin)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)學手(shou)段(duan)，才能(neng)夠培養出社(she)(she)(she)會需要(yao)的(de)(de)(de)(de)(de)全(quan)(quan)面(mian)(mian)發展(zhan)的(de)(de)(de)(de)(de)優秀(xiu)人(ren)(ren)(ren)才。為(wei)(wei)了(le)達(da)到(dao)這一培養目標，高(gao)校(xiao)(xiao)應(ying)積極探索將育(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)理念(nian)融(rong)入勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)中(zhong)，并在(zai)(zai)此基礎上進(jin)行創新(xin)(xin)型(xing)實踐(jian)，以期尋找到(dao)更(geng)為(wei)(wei)合適(shi)且(qie)能(neng)夠廣泛推行的(de)(de)(de)(de)(de)實踐(jian)方(fang)式。本文(wen)從新(xin)(xin)時(shi)期的(de)(de)(de)(de)(de)育(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)理念(nian)和(he)勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)角(jiao)度，具體(ti)分析了(le)育(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)理念(nian)融(rong)入高(gao)校(xiao)(xiao)勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)中(zhong)的(de)(de)(de)(de)(de)創新(xin)(xin)型(xing)實踐(jian)與探索。

開展高校勞動(dong)教(jiao)育的重要(yao)意義

勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)高(gao)(gao)(gao)(gao)等教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)體(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)重要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)組成部分(fen)(fen)，與(yu)課(ke)程(cheng)(cheng)(cheng)學(xue)(xue)(xue)(xue)習(xi)、品德(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)、體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)和(he)(he)(he)美(mei)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)都有(you)著(zhu)密不(bu)(bu)(bu)可分(fen)(fen)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)聯系(xi)(xi)，共同(tong)(tong)影響、彼此(ci)(ci)促(cu)進(jin)(jin)、相互(hu)助力(li)(li)，做(zuo)到“德(de)(de)、智(zhi)、體(ti)(ti)(ti)(ti)(ti)(ti)、美(mei)、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)”五(wu)(wu)(wu)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)并(bing)舉，實(shi)(shi)(shi)(shi)(shi)(shi)現(xian)(xian)人(ren)(ren)(ren)(ren)(ren)(ren)才培(pei)(pei)養(yang)(yang)上(shang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)全(quan)面(mian)發(fa)(fa)(fa)(fa)展(zhan)(zhan)。在(zai)(zai)(zai)(zai)(zai)“德(de)(de)、智(zhi)、體(ti)(ti)(ti)(ti)(ti)(ti)、美(mei)、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)”五(wu)(wu)(wu)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)，強壯的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)體(ti)(ti)(ti)(ti)(ti)(ti)格(ge)是(shi)(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)基礎，在(zai)(zai)(zai)(zai)(zai)得到長足發(fa)(fa)(fa)(fa)展(zhan)(zhan)后有(you)助于各種(zhong)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)開(kai)展(zhan)(zhan)，可以(yi)為提高(gao)(gao)(gao)(gao)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)能(neng)(neng)(neng)(neng)(neng)力(li)(li)作出貢(gong)獻。不(bu)(bu)(bu)同(tong)(tong)于“五(wu)(wu)(wu)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)”中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)其(qi)(qi)他四項內容，勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)有(you)其(qi)(qi)特殊性，具體(ti)(ti)(ti)(ti)(ti)(ti)表現(xian)(xian)在(zai)(zai)(zai)(zai)(zai)其(qi)(qi)沒有(you)獨立發(fa)(fa)(fa)(fa)展(zhan)(zhan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)課(ke)程(cheng)(cheng)(cheng)體(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)，而(er)是(shi)(shi)(shi)在(zai)(zai)(zai)(zai)(zai)吸收其(qi)(qi)他“四育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)”課(ke)程(cheng)(cheng)(cheng)體(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)各項優勢后，結合(he)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)自(zi)(zi)身特點打造的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)包含多(duo)項優勢又能(neng)(neng)(neng)(neng)(neng)夠(gou)體(ti)(ti)(ti)(ti)(ti)(ti)現(xian)(xian)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)特色的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)課(ke)程(cheng)(cheng)(cheng)體(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)。“五(wu)(wu)(wu)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)”之中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)，德(de)(de)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)引領，能(neng)(neng)(neng)(neng)(neng)夠(gou)幫助大學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)形成正(zheng)確(que)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)世(shi)界觀(guan)、人(ren)(ren)(ren)(ren)(ren)(ren)生(sheng)(sheng)(sheng)觀(guan)和(he)(he)(he)價值(zhi)觀(guan)；智(zhi)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)手段(duan)，通(tong)(tong)過(guo)對(dui)不(bu)(bu)(bu)同(tong)(tong)專業(ye)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)專業(ye)能(neng)(neng)(neng)(neng)(neng)力(li)(li)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)培(pei)(pei)養(yang)(yang)，能(neng)(neng)(neng)(neng)(neng)夠(gou)幫助大學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)掌握(wo)專業(ye)技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)，有(you)能(neng)(neng)(neng)(neng)(neng)力(li)(li)為社(she)會(hui)發(fa)(fa)(fa)(fa)展(zhan)(zhan)作貢(gong)獻；體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)根(gen)基，能(neng)(neng)(neng)(neng)(neng)夠(gou)通(tong)(tong)過(guo)體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)課(ke)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習(xi)和(he)(he)(he)課(ke)外(wai)體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)開(kai)展(zhan)(zhan)、校(xiao)(xiao)(xiao)(xiao)內體(ti)(ti)(ti)(ti)(ti)(ti)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)文化(hua)(hua)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)建設，幫助大學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)鍛煉強健的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)體(ti)(ti)(ti)(ti)(ti)(ti)魄，同(tong)(tong)時(shi)(shi)磨礪其(qi)(qi)在(zai)(zai)(zai)(zai)(zai)困難面(mian)前的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)頑強毅力(li)(li)；美(mei)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)支撐，能(neng)(neng)(neng)(neng)(neng)夠(gou)培(pei)(pei)養(yang)(yang)大學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)審美(mei)情(qing)趣，陶冶大學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)情(qing)操(cao)，幫助其(qi)(qi)樹立起健全(quan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)(ren)(ren)(ren)格(ge)；勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)四者特點的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)綜(zong)合(he)，依托勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)形式，能(neng)(neng)(neng)(neng)(neng)夠(gou)全(quan)面(mian)培(pei)(pei)養(yang)(yang)大學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)多(duo)方(fang)面(mian)技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)，從(cong)整體(ti)(ti)(ti)(ti)(ti)(ti)上(shang)提升大學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)綜(zong)合(he)素(su)質(zhi)，讓大學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)有(you)能(neng)(neng)(neng)(neng)(neng)力(li)(li)完成自(zi)(zi)身全(quan)方(fang)位(wei)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)發(fa)(fa)(fa)(fa)展(zhan)(zhan)，并(bing)且在(zai)(zai)(zai)(zai)(zai)真實(shi)(shi)(shi)(shi)(shi)(shi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)過(guo)程(cheng)(cheng)(cheng)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)收獲(huo)幸福感(gan)和(he)(he)(he)尊嚴感(gan)。高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)能(neng)(neng)(neng)(neng)(neng)夠(gou)樹德(de)(de)、增智(zhi)、強體(ti)(ti)(ti)(ti)(ti)(ti)、育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)美(mei)，在(zai)(zai)(zai)(zai)(zai)高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)人(ren)(ren)(ren)(ren)(ren)(ren)才培(pei)(pei)養(yang)(yang)體(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)發(fa)(fa)(fa)(fa)揮著(zhu)無(wu)可替代(dai)(dai)(dai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)作用。高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)體(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)主(zhu)要(yao)(yao)(yao)內容，是(shi)(shi)(shi)引導學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)運用學(xue)(xue)(xue)(xue)習(xi)到的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)科學(xue)(xue)(xue)(xue)知識(shi)(shi)或專業(ye)技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)進(jin)(jin)行勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，以(yi)此(ci)(ci)培(pei)(pei)養(yang)(yang)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)對(dui)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)熱(re)愛，形成正(zheng)確(que)對(dui)待勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)態度以(yi)及自(zi)(zi)身的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)習(xi)慣，在(zai)(zai)(zai)(zai)(zai)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)過(guo)程(cheng)(cheng)(cheng)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)磨礪自(zi)(zi)己(ji)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)品德(de)(de)修養(yang)(yang)。將育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)(ren)理(li)(li)念(nian)融(rong)入高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)，將勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)放到與(yu)其(qi)(qi)他“四育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)”同(tong)(tong)樣(yang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)高(gao)(gao)(gao)(gao)度，是(shi)(shi)(shi)滿足當(dang)代(dai)(dai)(dai)高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)發(fa)(fa)(fa)(fa)展(zhan)(zhan)需(xu)求(qiu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)創新(xin)(xin)型實(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)，也是(shi)(shi)(shi)對(dui)整個高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)(ren)體(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)有(you)力(li)(li)支撐。在(zai)(zai)(zai)(zai)(zai)進(jin)(jin)行高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)改(gai)革的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)過(guo)程(cheng)(cheng)(cheng)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)，我(wo)們(men)應(ying)清(qing)楚認識(shi)(shi)到“育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)(ren)”不(bu)(bu)(bu)是(shi)(shi)(shi)一蹴而(er)就的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)，而(er)是(shi)(shi)(shi)量變(bian)引起質(zhi)變(bian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)過(guo)程(cheng)(cheng)(cheng)，是(shi)(shi)(shi)緩慢(man)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)、持(chi)續的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)。對(dui)人(ren)(ren)(ren)(ren)(ren)(ren)才的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)培(pei)(pei)養(yang)(yang)應(ying)當(dang)做(zuo)到全(quan)面(mian)而(er)連(lian)續，堅(jian)持(chi)“五(wu)(wu)(wu)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)”并(bing)重，培(pei)(pei)養(yang)(yang)全(quan)面(mian)發(fa)(fa)(fa)(fa)展(zhan)(zhan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)。育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)(ren)理(li)(li)念(nian)要(yao)(yao)(yao)求(qiu)高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)在(zai)(zai)(zai)(zai)(zai)進(jin)(jin)行人(ren)(ren)(ren)(ren)(ren)(ren)才培(pei)(pei)養(yang)(yang)時(shi)(shi)，必(bi)須構建五(wu)(wu)(wu)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)并(bing)舉的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)體(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)，在(zai)(zai)(zai)(zai)(zai)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)(ren)過(guo)程(cheng)(cheng)(cheng)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)充分(fen)(fen)發(fa)(fa)(fa)(fa)揮勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)載體(ti)(ti)(ti)(ti)(ti)(ti)作用，讓其(qi)(qi)能(neng)(neng)(neng)(neng)(neng)夠(gou)與(yu)其(qi)(qi)他“四育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)”形成合(he)力(li)(li)，相互(hu)影響和(he)(he)(he)促(cu)進(jin)(jin)，引導學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)樹立“勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)最光榮”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)思想(xiang)理(li)(li)念(nian)，培(pei)(pei)養(yang)(yang)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)對(dui)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)熱(re)愛，堅(jian)定(ding)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)理(li)(li)想(xiang)信念(nian)，愿(yuan)意辛勤、誠實(shi)(shi)(shi)(shi)(shi)(shi)地勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，并(bing)嘗試用自(zi)(zi)己(ji)所學(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)知識(shi)(shi)和(he)(he)(he)技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)進(jin)(jin)行創造性的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)。當(dang)下(xia)，高(gao)(gao)(gao)(gao)等院校(xiao)(xiao)(xiao)(xiao)雖(sui)然越發(fa)(fa)(fa)(fa)重視學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)技(ji)(ji)(ji)能(neng)(neng)(neng)(neng)(neng)培(pei)(pei)養(yang)(yang)，但依舊存在(zai)(zai)(zai)(zai)(zai)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)能(neng)(neng)(neng)(neng)(neng)力(li)(li)差的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)弊(bi)端(duan)。因此(ci)(ci)，提高(gao)(gao)(gao)(gao)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)能(neng)(neng)(neng)(neng)(neng)力(li)(li)在(zai)(zai)(zai)(zai)(zai)大環境下(xia)就顯得尤為重要(yao)(yao)(yao)。因為勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)能(neng)(neng)(neng)(neng)(neng)力(li)(li)低(di)下(xia)會(hui)直接影響到學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)綜(zong)合(he)素(su)質(zhi)和(he)(he)(he)后續的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)就業(ye)問題，因此(ci)(ci)，高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)應(ying)當(dang)從(cong)一開(kai)始就向學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)傳(chuan)達學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)對(dui)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)標準定(ding)位(wei)和(he)(he)(he)嚴格(ge)要(yao)(yao)(yao)求(qiu)。相關部門需(xu)要(yao)(yao)(yao)把高(gao)(gao)(gao)(gao)等院校(xiao)(xiao)(xiao)(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)際內容傳(chuan)授給學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)，而(er)不(bu)(bu)(bu)是(shi)(shi)(shi)目前呈現(xian)(xian)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)課(ke)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)簡化(hua)(hua)，讓學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)們(men)在(zai)(zai)(zai)(zai)(zai)課(ke)堂上(shang)傾聽教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師對(dui)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)過(guo)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)講述，課(ke)后自(zi)(zi)主(zhu)實(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，這(zhe)樣(yang)會(hui)造成學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)能(neng)(neng)(neng)(neng)(neng)力(li)(li)不(bu)(bu)(bu)僅(jin)沒有(you)提高(gao)(gao)(gao)(gao)、反而(er)出現(xian)(xian)退化(hua)(hua)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)局面(mian)。因此(ci)(ci)，在(zai)(zai)(zai)(zai)(zai)高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)開(kai)展(zhan)(zhan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)時(shi)(shi)應(ying)當(dang)明確(que)，無(wu)論是(shi)(shi)(shi)體(ti)(ti)(ti)(ti)(ti)(ti)力(li)(li)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)還是(shi)(shi)(shi)腦力(li)(li)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，只要(yao)(yao)(yao)能(neng)(neng)(neng)(neng)(neng)推進(jin)(jin)社(she)會(hui)發(fa)(fa)(fa)(fa)展(zhan)(zhan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)，都是(shi)(shi)(shi)值(zhi)得尊重的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，這(zhe)樣(yang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)者都是(shi)(shi)(shi)值(zhi)得尊重的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)“人(ren)(ren)(ren)(ren)(ren)(ren)才”，勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)不(bu)(bu)(bu)分(fen)(fen)高(gao)(gao)(gao)(gao)低(di)貴賤(jian)，任(ren)(ren)何人(ren)(ren)(ren)(ren)(ren)(ren)都沒有(you)資格(ge)去看不(bu)(bu)(bu)起普通(tong)(tong)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)者。在(zai)(zai)(zai)(zai)(zai)經濟高(gao)(gao)(gao)(gao)速發(fa)(fa)(fa)(fa)展(zhan)(zhan)和(he)(he)(he)世(shi)界格(ge)局變(bian)化(hua)(hua)日新(xin)(xin)月異的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)新(xin)(xin)時(shi)(shi)代(dai)(dai)(dai)大背景下(xia)，國(guo)家(jia)對(dui)全(quan)面(mian)加(jia)強大、中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)、小學(xue)(xue)(xue)(xue)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)提出了新(xin)(xin)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)要(yao)(yao)(yao)求(qiu)，高(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)高(gao)(gao)(gao)(gao)等教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)體(ti)(ti)(ti)(ti)(ti)(ti)系(xi)(xi)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重要(yao)(yao)(yao)組成部分(fen)(fen)，是(shi)(shi)(shi)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)國(guo)特色社(she)會(hui)主(zhu)義教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)制(zhi)度的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重要(yao)(yao)(yao)內容，更(geng)是(shi)(shi)(shi)新(xin)(xin)時(shi)(shi)代(dai)(dai)(dai)實(shi)(shi)(shi)(shi)(shi)(shi)現(xian)(xian)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)(ren)(ren)(ren)根(gen)本任(ren)(ren)務的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重要(yao)(yao)(yao)保證。

新(xin)時代育人理念(nian)融(rong)入高校勞動教(jiao)育的(de)創新(xin)型實踐與探索

摘要：目(mu)前，由于(yu)部分高(gao)(gao)校(xiao)(xiao)在思(si)(si)想(xiang)上對勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)重(zhong)視不夠、西方錯誤社(she)會(hui)思(si)(si)潮和封建(jian)(jian)落后思(si)(si)想(xiang)對勞(lao)動(dong)(dong)觀念(nian)的(de)侵蝕以及高(gao)(gao)校(xiao)(xiao)勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)制度(du)(du)建(jian)(jian)設(she)中存在的(de)形式(shi)主(zhu)義等主(zhu)客觀因(yin)素的(de)疊加(jia)影響，高(gao)(gao)校(xiao)(xiao)勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)仍(reng)然面(mian)臨著比較嚴重(zhong)的(de)認知困(kun)(kun)(kun)境(jing)、取向困(kun)(kun)(kun)境(jing)和制度(du)(du)困(kun)(kun)(kun)境(jing)。因(yin)此(ci)，需要從加(jia)強高(gao)(gao)校(xiao)(xiao)馬克思(si)(si)主(zhu)義勞(lao)動(dong)(dong)觀教(jiao)(jiao)育(yu)(yu)(yu)、正(zheng)確引導高(gao)(gao)校(xiao)(xiao)勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)的(de)前進(jin)方向、建(jian)(jian)立健全高(gao)(gao)校(xiao)(xiao)勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)制度(du)(du)體(ti)系等方面(mian)著力，開創新時代高(gao)(gao)校(xiao)(xiao)勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)新局面(mian)。

關鍵詞：新時代；高校；勞動教育；困境；應對

在2018年的(de)(de)全(quan)國(guo)教(jiao)育(yu)大會上強調，要“努(nu)力構建德智體美勞全(quan)面培養的(de)(de)教(jiao)育(yu)體系”。2020年3月，中(zhong)(zhong)共中(zhong)(zhong)央、國(guo)務院印(yin)發的(de)(de)《關于(yu)全(quan)面加強新時代(dai)(dai)大中(zhong)(zhong)小學勞動(dong)教(jiao)育(yu)的(de)(de)意見(jian)》（以(yi)下簡稱《意見(jian)》）明確提出了加強新時代(dai)(dai)勞動(dong)教(jiao)育(yu)的(de)(de)新要求(qiu)和總(zong)體目標，提倡(chang)廣泛(fan)開(kai)展勞動(dong)教(jiao)育(yu)實踐活(huo)動(dong)，以(yi)及強化對實施勞動(dong)教(jiao)育(yu)的(de)(de)保障能力和組織領導。顯然，新時代(dai)(dai)高校勞動(dong)教(jiao)育(yu)作為一項(xiang)重要的(de)(de)時代(dai)(dai)課(ke)題亟(ji)待進一步研究。

一、新時代高校勞動教育面(mian)臨的(de)困境及原(yuan)因分析

1.新時(shi)代(dai)(dai)高(gao)(gao)(gao)(gao)校(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)主要(yao)面(mian)臨著認知(zhi)困(kun)(kun)境(jing)(jing)(jing)(jing)(jing)、取(qu)向(xiang)困(kun)(kun)境(jing)(jing)(jing)(jing)(jing)和(he)制(zhi)度(du)(du)(du)(du)困(kun)(kun)境(jing)(jing)(jing)(jing)(jing)。第(di)(di)一(yi)(yi)(yi)，認知(zhi)困(kun)(kun)境(jing)(jing)(jing)(jing)(jing)。一(yi)(yi)(yi)是(shi)(shi)(shi)將(jiang)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)狹義(yi)(yi)(yi)化、簡單化理(li)解(jie)(jie)(jie)。一(yi)(yi)(yi)部(bu)(bu)分(fen)(fen)人(ren)(ren)將(jiang)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)狹義(yi)(yi)(yi)地等(deng)(deng)同(tong)于勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)課(ke)、課(ke)外實(shi)踐(jian)活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、社(she)(she)會(hui)實(shi)踐(jian)活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，從(cong)而(er)(er)忽略(lve)了(le)(le)(le)(le)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)念、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)價值(zhi)取(qu)向(xiang)、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)精神的(de)(de)(de)(de)(de)培(pei)養(yang)(yang)。另一(yi)(yi)(yi)部(bu)(bu)分(fen)(fen)人(ren)(ren)則是(shi)(shi)(shi)把勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)簡單地等(deng)(deng)同(tong)于勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)文化、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)技(ji)能的(de)(de)(de)(de)(de)學習(xi)，定義(yi)(yi)(yi)為對(dui)學生(sheng)培(pei)養(yang)(yang)正確的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)念、良(liang)好(hao)的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)品質(zhi)和(he)基本的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)技(ji)能，弱化和(he)忽視(shi)了(le)(le)(le)(le)體(ti)力勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)。二(er)(er)是(shi)(shi)(shi)對(dui)馬(ma)克(ke)思(si)主義(yi)(yi)(yi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)的(de)(de)(de)(de)(de)曲解(jie)(jie)(jie)。馬(ma)克(ke)思(si)主義(yi)(yi)(yi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)指出，人(ren)(ren)是(shi)(shi)(shi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)產物(wu)，正是(shi)(shi)(shi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)才(cai)創造了(le)(le)(le)(le)真正意(yi)義(yi)(yi)(yi)上(shang)的(de)(de)(de)(de)(de)人(ren)(ren)；人(ren)(ren)類一(yi)(yi)(yi)切物(wu)質(zhi)財富和(he)精神財富的(de)(de)(de)(de)(de)形成離(li)不(bu)開人(ren)(ren)的(de)(de)(de)(de)(de)辛勤(qin)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)；全部(bu)(bu)社(she)(she)會(hui)關系(xi)的(de)(de)(de)(de)(de)形成和(he)發展(zhan)同(tong)樣也離(li)不(bu)開人(ren)(ren)的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，它是(shi)(shi)(shi)促(cu)進(jin)社(she)(she)會(hui)發展(zhan)與人(ren)(ren)的(de)(de)(de)(de)(de)全面(mian)發展(zhan)的(de)(de)(de)(de)(de)重(zhong)(zhong)要(yao)途徑。然而(er)(er)，高(gao)(gao)(gao)(gao)校(xiao)一(yi)(yi)(yi)部(bu)(bu)分(fen)(fen)人(ren)(ren)沒(mei)(mei)有(you)(you)理(li)解(jie)(jie)(jie)和(he)掌握馬(ma)克(ke)思(si)主義(yi)(yi)(yi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)的(de)(de)(de)(de)(de)本質(zhi)屬性，造成認知(zhi)錯(cuo)(cuo)位。第(di)(di)二(er)(er)，取(qu)向(xiang)困(kun)(kun)境(jing)(jing)(jing)(jing)(jing)。一(yi)(yi)(yi)是(shi)(shi)(shi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)被邊緣化。在(zai)(zai)高(gao)(gao)(gao)(gao)校(xiao)現有(you)(you)課(ke)程(cheng)體(ti)系(xi)中，沒(mei)(mei)有(you)(you)設置專門的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)課(ke)程(cheng)，沒(mei)(mei)有(you)(you)分(fen)(fen)配學分(fen)(fen)。高(gao)(gao)(gao)(gao)校(xiao)在(zai)(zai)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)上(shang)存在(zai)(zai)著課(ke)程(cheng)缺(que)(que)失(shi)的(de)(de)(de)(de)(de)現象(xiang)，而(er)(er)在(zai)(zai)課(ke)程(cheng)之(zhi)外，高(gao)(gao)(gao)(gao)校(xiao)師(shi)生(sheng)輕(qing)視(shi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，回避“臟活”“累活”的(de)(de)(de)(de)(de)現象(xiang)比較普遍(bian)。二(er)(er)是(shi)(shi)(shi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)被功利(li)化。對(dui)一(yi)(yi)(yi)些(xie)(xie)回報率較高(gao)(gao)(gao)(gao)的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，如經費充足的(de)(de)(de)(de)(de)實(shi)踐(jian)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)項目、關乎績(ji)效考評的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)活動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)等(deng)(deng)，往往吸(xi)引高(gao)(gao)(gao)(gao)校(xiao)師(shi)生(sheng)趨之(zhi)若鶩。這些(xie)(xie)表現，從(cong)本質(zhi)上(shang)凸(tu)顯了(le)(le)(le)(le)一(yi)(yi)(yi)種(zhong)非馬(ma)克(ke)思(si)主義(yi)(yi)(yi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)，是(shi)(shi)(shi)對(dui)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)和(he)馬(ma)克(ke)思(si)主義(yi)(yi)(yi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)取(qu)向(xiang)選擇上(shang)的(de)(de)(de)(de)(de)缺(que)(que)位。第(di)(di)三，制(zhi)度(du)(du)(du)(du)困(kun)(kun)境(jing)(jing)(jing)(jing)(jing)。從(cong)現有(you)(you)的(de)(de)(de)(de)(de)高(gao)(gao)(gao)(gao)校(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)制(zhi)度(du)(du)(du)(du)來看，高(gao)(gao)(gao)(gao)校(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)管(guan)理(li)制(zhi)度(du)(du)(du)(du)體(ti)系(xi)、教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)人(ren)(ren)才(cai)隊伍(wu)培(pei)養(yang)(yang)制(zhi)度(du)(du)(du)(du)體(ti)系(xi)、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)課(ke)程(cheng)育(yu)(yu)(yu)(yu)(yu)人(ren)(ren)制(zhi)度(du)(du)(du)(du)體(ti)系(xi)面(mian)臨著不(bu)完(wan)善不(bu)健全的(de)(de)(de)(de)(de)困(kun)(kun)境(jing)(jing)(jing)(jing)(jing)，影(ying)響(xiang)了(le)(le)(le)(le)高(gao)(gao)(gao)(gao)校(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)實(shi)施。2.新時(shi)代(dai)(dai)高(gao)(gao)(gao)(gao)校(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)困(kun)(kun)境(jing)(jing)(jing)(jing)(jing)的(de)(de)(de)(de)(de)歸(gui)因(yin)分(fen)(fen)析。第(di)(di)一(yi)(yi)(yi)，對(dui)高(gao)(gao)(gao)(gao)校(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)重(zhong)(zhong)視(shi)不(bu)夠。部(bu)(bu)分(fen)(fen)高(gao)(gao)(gao)(gao)校(xiao)領導(dao)者、教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)和(he)大(da)學生(sheng)在(zai)(zai)思(si)想上(shang)輕(qing)視(shi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，這是(shi)(shi)(shi)造成勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)認知(zhi)錯(cuo)(cuo)位的(de)(de)(de)(de)(de)重(zhong)(zhong)要(yao)原因(yin)。第(di)(di)二(er)(er)，西方(fang)錯(cuo)(cuo)誤(wu)社(she)(she)會(hui)思(si)潮(chao)(chao)和(he)封(feng)建(jian)落(luo)后(hou)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)念的(de)(de)(de)(de)(de)雙重(zhong)(zhong)影(ying)響(xiang)。新時(shi)代(dai)(dai)高(gao)(gao)(gao)(gao)校(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)受到西方(fang)錯(cuo)(cuo)誤(wu)社(she)(she)會(hui)思(si)潮(chao)(chao)和(he)殘余的(de)(de)(de)(de)(de)封(feng)建(jian)落(luo)后(hou)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)念的(de)(de)(de)(de)(de)雙重(zhong)(zhong)影(ying)響(xiang)。在(zai)(zai)西方(fang)錯(cuo)(cuo)誤(wu)社(she)(she)會(hui)思(si)潮(chao)(chao)和(he)封(feng)建(jian)落(luo)后(hou)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀(guan)(guan)念的(de)(de)(de)(de)(de)雙重(zhong)(zhong)沖擊下，既(ji)給(gei)(gei)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)認知(zhi)和(he)取(qu)向(xiang)造成嚴重(zhong)(zhong)的(de)(de)(de)(de)(de)干擾(rao)，也給(gei)(gei)當前高(gao)(gao)(gao)(gao)校(xiao)大(da)力推進(jin)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，營造禮敬勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、愛好(hao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、重(zhong)(zhong)視(shi)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、認真勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)氛圍(wei)帶來了(le)(le)(le)(le)巨大(da)的(de)(de)(de)(de)(de)挑戰。第(di)(di)三，高(gao)(gao)(gao)(gao)校(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)制(zhi)度(du)(du)(du)(du)建(jian)設中的(de)(de)(de)(de)(de)形式主義(yi)(yi)(yi)。形式主義(yi)(yi)(yi)是(shi)(shi)(shi)實(shi)事求是(shi)(shi)(shi)的(de)(de)(de)(de)(de)大(da)敵，然而(er)(er)，在(zai)(zai)實(shi)際工作中，形式主義(yi)(yi)(yi)對(dui)新時(shi)代(dai)(dai)高(gao)(gao)(gao)(gao)校(xiao)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)制(zhi)度(du)(du)(du)(du)建(jian)設的(de)(de)(de)(de)(de)干擾(rao)與破壞(huai)卻是(shi)(shi)(shi)不(bu)容(rong)小覷的(de)(de)(de)(de)(de)。

二、新(xin)時(shi)代高(gao)校勞(lao)動教育困境的應對(dui)

摘要：作(zuo)(zuo)為高校(xiao)素(su)質教(jiao)(jiao)育(yu)工作(zuo)(zuo)中的(de)(de)(de)一項(xiang)(xiang)關鍵內容，勞(lao)(lao)動(dong)教(jiao)(jiao)育(yu)的(de)(de)(de)有效(xiao)落實不但(dan)能夠(gou)(gou)(gou)更好(hao)實現當代大學(xue)生的(de)(de)(de)全面發展(zhan)，同(tong)時也是(shi)我(wo)國特色社會主義教(jiao)(jiao)育(yu)制度的(de)(de)(de)重要組成部分。在高校(xiao)中進行勞(lao)(lao)動(dong)教(jiao)(jiao)育(yu)的(de)(de)(de)根本目(mu)的(de)(de)(de)就(jiu)(jiu)是(shi)要幫助大學(xue)養成良好(hao)的(de)(de)(de)勞(lao)(lao)動(dong)習慣，讓他們以(yi)更為積(ji)極正確的(de)(de)(de)態度對待各項(xiang)(xiang)勞(lao)(lao)動(dong)，同(tong)時對于(yu)勞(lao)(lao)動(dong)人民(min)要給予足夠(gou)(gou)(gou)尊重。茶(cha)文(wen)化是(shi)我(wo)國重要的(de)(de)(de)傳統文(wen)化之一，其(qi)也彰顯(xian)出了(le)自古(gu)以(yi)來我(wo)國勞(lao)(lao)動(dong)人民(min)高尚的(de)(de)(de)勞(lao)(lao)動(dong)精神(shen)，那么(me)在茶(cha)文(wen)化背景下就(jiu)(jiu)可以(yi)將勞(lao)(lao)動(dong)教(jiao)(jiao)育(yu)與高校(xiao)思(si)政(zheng)教(jiao)(jiao)育(yu)工作(zuo)(zuo)有效(xiao)融合(he)，能夠(gou)(gou)(gou)更有效(xiao)地(di)解決以(yi)往思(si)政(zheng)教(jiao)(jiao)育(yu)存在的(de)(de)(de)問題，充分保證(zheng)了(le)思(si)政(zheng)教(jiao)(jiao)育(yu)的(de)(de)(de)實際效(xiao)果(guo)。

關鍵詞：茶文化背(bei)景；勞動教育(yu)；思(si)政(zheng)課(ke)堂(tang)；作用及路(lu)徑(jing)

1茶文化背景下高校思(si)政課(ke)堂進(jin)行勞動教育的重要作用

1.1能(neng)夠(gou)讓學生正確對待(dai)思(si)政教(jiao)育(yu)和勞動教(jiao)育(yu)之間(jian)的關(guan)系

在(zai)高(gao)校(xiao)校(xiao)園中之(zhi)所(suo)以(yi)要(yao)(yao)進(jin)(jin)行(xing)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)工(gong)(gong)(gong)作(zuo)，其重要(yao)(yao)目(mu)的(de)(de)(de)(de)(de)(de)便是(shi)(shi)(shi)(shi)要(yao)(yao)讓(rang)當(dang)代(dai)高(gao)校(xiao)大(da)學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)能(neng)夠以(yi)更(geng)加正確積極(ji)的(de)(de)(de)(de)(de)(de)態度面對(dui)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)(huo)，要(yao)(yao)讓(rang)他(ta)(ta)(ta)們(men)(men)認(ren)識到無論(lun)是(shi)(shi)(shi)(shi)哪(na)一種(zhong)行(xing)業(ye)，勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)者都(dou)(dou)是(shi)(shi)(shi)(shi)最光榮的(de)(de)(de)(de)(de)(de)，每(mei)個人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)對(dui)于民(min)族的(de)(de)(de)(de)(de)(de)復興以(yi)及國家的(de)(de)(de)(de)(de)(de)發展(zhan)(zhan)都(dou)(dou)是(shi)(shi)(shi)(shi)具有(you)重要(yao)(yao)意(yi)義的(de)(de)(de)(de)(de)(de)，那么就(jiu)應(ying)給(gei)予每(mei)一名勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)人(ren)(ren)(ren)民(min)足夠的(de)(de)(de)(de)(de)(de)尊重。中國茶(cha)文化(hua)的(de)(de)(de)(de)(de)(de)發展(zhan)(zhan)至今(jin)已經(jing)有(you)了幾千(qian)年歷(li)史(shi)了，而(er)(er)正是(shi)(shi)(shi)(shi)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)人(ren)(ren)(ren)民(min)的(de)(de)(de)(de)(de)(de)努力才形(xing)成(cheng)了中國的(de)(de)(de)(de)(de)(de)茶(cha)文化(hua)，這(zhe)也(ye)是(shi)(shi)(shi)(shi)導致我國茶(cha)文化(hua)在(zai)全世界范圍內都(dou)(dou)有(you)較高(gao)知名度的(de)(de)(de)(de)(de)(de)重要(yao)(yao)原因。從(cong)(cong)動(dong)(dong)(dong)(dong)作(zuo)行(xing)為(wei)上(shang)來看，茶(cha)文化(hua)就(jiu)是(shi)(shi)(shi)(shi)要(yao)(yao)讓(rang)大(da)眾(zhong)知道飲茶(cha)、采茶(cha)、品茶(cha)以(yi)及選茶(cha)的(de)(de)(de)(de)(de)(de)方法和(he)注(zhu)意(yi)事項，但從(cong)(cong)內核上(shang)來看更(geng)重要(yao)(yao)的(de)(de)(de)(de)(de)(de)是(shi)(shi)(shi)(shi)讓(rang)大(da)家領域(yu)到什么才是(shi)(shi)(shi)(shi)茶(cha)精神，這(zhe)樣人(ren)(ren)(ren)們(men)(men)也(ye)才能(neng)不斷提升自身的(de)(de)(de)(de)(de)(de)思想覺悟。當(dang)代(dai)的(de)(de)(de)(de)(de)(de)高(gao)校(xiao)大(da)學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)從(cong)(cong)小就(jiu)有(you)著(zhu)優越(yue)的(de)(de)(de)(de)(de)(de)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)(huo)條件，他(ta)(ta)(ta)們(men)(men)也(ye)沒有(you)經(jing)歷(li)過(guo)(guo)去的(de)(de)(de)(de)(de)(de)艱苦生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)(huo)，在(zai)上(shang)大(da)學(xue)之(zhi)間(jian)在(zai)家里幾乎(hu)都(dou)(dou)過(guo)(guo)著(zhu)飯來張口、衣來伸手的(de)(de)(de)(de)(de)(de)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)(huo)，他(ta)(ta)(ta)們(men)(men)從(cong)(cong)小就(jiu)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)(huo)在(zai)溫室中沒有(you)遇(yu)到過(guo)(guo)什么挫(cuo)折和(he)困難，當(dang)他(ta)(ta)(ta)們(men)(men)走(zou)(zou)上(shang)工(gong)(gong)(gong)作(zuo)崗(gang)位并走(zou)(zou)向社(she)會后幾乎(hu)都(dou)(dou)是(shi)(shi)(shi)(shi)承受不住外面的(de)(de)(de)(de)(de)(de)風(feng)吹雨打的(de)(de)(de)(de)(de)(de)。而(er)(er)高(gao)校(xiao)思政(zheng)教(jiao)(jiao)育(yu)和(he)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)的(de)(de)(de)(de)(de)(de)共同(tong)目(mu)的(de)(de)(de)(de)(de)(de)就(jiu)是(shi)(shi)(shi)(shi)實現學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)全面發展(zhan)(zhan)，要(yao)(yao)他(ta)(ta)(ta)們(men)(men)能(neng)夠結(jie)合社(she)會發展(zhan)(zhan)的(de)(de)(de)(de)(de)(de)實際(ji)需求來更(geng)加高(gao)標準(zhun)要(yao)(yao)求自己，為(wei)將來走(zou)(zou)上(shang)工(gong)(gong)(gong)作(zuo)崗(gang)位適應(ying)社(she)會生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)活(huo)(huo)奠定牢固基礎。可是(shi)(shi)(shi)(shi)，現階(jie)段我國大(da)部分高(gao)校(xiao)都(dou)(dou)還沒有(you)開展(zhan)(zhan)專(zhuan)業(ye)的(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)工(gong)(gong)(gong)作(zuo)，在(zai)需要(yao)(yao)學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)去幫忙(mang)干活(huo)(huo)充(chong)當(dang)苦力時(shi)才會以(yi)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)為(wei)借(jie)口，在(zai)理(li)論(lun)知識方面幾乎(hu)沒怎么采取教(jiao)(jiao)育(yu)，那么學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)們(men)(men)對(dui)待勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)就(jiu)很難是(shi)(shi)(shi)(shi)積極(ji)向上(shang)的(de)(de)(de)(de)(de)(de)。在(zai)茶(cha)文化(hua)背景下如(ru)果(guo)能(neng)將思政(zheng)教(jiao)(jiao)育(yu)與勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)緊(jin)密(mi)結(jie)合起來，讓(rang)他(ta)(ta)(ta)們(men)(men)能(neng)夠正確認(ren)識這(zhe)兩者之(zhi)間(jian)的(de)(de)(de)(de)(de)(de)關系，在(zai)進(jin)(jin)行(xing)思政(zheng)課堂教(jiao)(jiao)育(yu)和(he)勞(lao)(lao)(lao)動(dong)(dong)(dong)(dong)教(jiao)(jiao)育(yu)工(gong)(gong)(gong)作(zuo)時(shi)更(geng)好(hao)的(de)(de)(de)(de)(de)(de)激發學(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)(sheng)參(can)與的(de)(de)(de)(de)(de)(de)積極(ji)性和(he)主(zhu)動(dong)(dong)(dong)(dong)性，充(chong)分保證教(jiao)(jiao)育(yu)工(gong)(gong)(gong)作(zuo)的(de)(de)(de)(de)(de)(de)有(you)效(xiao)性。

1.2大大提升(sheng)了思政教(jiao)(jiao)育(yu)和勞(lao)動教(jiao)(jiao)育(yu)的有效(xiao)性

摘要：在(zai)新時代背景下從凝聚勞(lao)動(dong)價(jia)值共識、健全勞(lao)動(dong)育(yu)人(ren)(ren)體系等幾方面進行了應用(yong)型本科高(gao)校(xiao)的勞(lao)動(dong)教育(yu)實踐路(lu)徑研究，深(shen)入探索如何能將勞(lao)動(dong)精神內化到學(xue)(xue)生(sheng)的日常起居生(sheng)活中，貫穿于家庭、學(xue)(xue)校(xiao)、社會各(ge)方面，與德育(yu)、智育(yu)、美育(yu)、體育(yu)相融合，達到“五育(yu)”并(bing)舉，從而(er)積極塑造大(da)學(xue)(xue)生(sheng)的世界觀(guan)、人(ren)(ren)生(sheng)觀(guan)、價(jia)值觀(guan)。

關(guan)鍵詞：勞動教育；應用型本科高校；體系(xi)構建

一(yi)、推行新時代應用(yong)型本科高校勞動教育的意義

2020年，有關(guan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)綱領性(xing)(xing)文件相繼出臺(tai)，勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)內涵更(geng)明(ming)確，思路更(geng)清晰，措(cuo)施更(geng)具體(ti)(ti)。3月(yue)(yue)，《關(guan)于全(quan)面加強(qiang)新(xin)(xin)時(shi)代(dai)大(da)(da)(da)(da)中(zhong)小(xiao)學(xue)(xue)(xue)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)意見》發布(bu)，在(zai)國家層(ceng)面對(dui)新(xin)(xin)時(shi)代(dai)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)進(jin)行了(le)(le)頂(ding)層(ceng)設(she)計；7月(yue)(yue)，教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)部印發《大(da)(da)(da)(da)中(zhong)小(xiao)學(xue)(xue)(xue)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)指(zhi)導(dao)綱要(yao)（試行）》，對(dui)學(xue)(xue)(xue)校勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)指(zhi)明(ming)了(le)(le)具體(ti)(ti)路徑；10月(yue)(yue)，《深化新(xin)(xin)時(shi)代(dai)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)評(ping)價改(gai)革總(zong)體(ti)(ti)方案》發布(bu)，對(dui)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)評(ping)價進(jin)行了(le)(le)改(gai)革，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)評(ping)價成(cheng)(cheng)為(wei)重(zhong)(zhong)要(yao)指(zhi)標(biao)之一，考慮到大(da)(da)(da)(da)中(zhong)小(xiao)學(xue)(xue)(xue)實(shi)(shi)(shi)際教(jiao)(jiao)(jiao)學(xue)(xue)(xue)的(de)(de)(de)(de)(de)差異，制定出更(geng)有針對(dui)性(xing)(xing)的(de)(de)(de)(de)(de)評(ping)價體(ti)(ti)系，在(zai)政策層(ceng)面指(zhi)導(dao)學(xue)(xue)(xue)校如何落實(shi)(shi)(shi)，引導(dao)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)崇(chong)尚勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)、尊重(zhong)(zhong)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)、熱愛勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)，并進(jin)一步(bu)達(da)到德智(zhi)體(ti)(ti)美勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)全(quan)面發展的(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)要(yao)求。教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)本(ben)質就是(shi)育(yu)(yu)(yu)(yu)(yu)(yu)人(ren)，是(shi)為(wei)了(le)(le)幫(bang)助學(xue)(xue)(xue)生(sheng)(sheng)(sheng)形成(cheng)(cheng)正確的(de)(de)(de)(de)(de)世界觀、價值觀和人(ren)生(sheng)(sheng)(sheng)觀。勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)就是(shi)為(wei)了(le)(le)讓(rang)孩子對(dui)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)有更(geng)深入的(de)(de)(de)(de)(de)認(ren)識，樹立正確的(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)價值觀。引導(dao)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)用勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)去(qu)開(kai)創(chuang)新(xin)(xin)時(shi)代(dai)的(de)(de)(de)(de)(de)遠大(da)(da)(da)(da)抱負，通過勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)實(shi)(shi)(shi)現人(ren)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)升(sheng)華(hua)和個(ge)人(ren)價值的(de)(de)(de)(de)(de)實(shi)(shi)(shi)現，創(chuang)造美好(hao)生(sheng)(sheng)(sheng)活(huo)，贏得美好(hao)未來，讓(rang)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)散發出的(de)(de)(de)(de)(de)光(guang)(guang)榮、崇(chong)高、偉(wei)大(da)(da)(da)(da)、美麗的(de)(de)(de)(de)(de)耀眼(yan)光(guang)(guang)輝普照在(zai)一代(dai)又(you)一代(dai)青少年身上。可以說，勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)意義非凡又(you)任重(zhong)(zhong)道遠，尤其是(shi)新(xin)(xin)時(shi)代(dai)大(da)(da)(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)，即將步(bu)入社會，成(cheng)(cheng)為(wei)社會進(jin)步(bu)發展的(de)(de)(de)(de)(de)生(sheng)(sheng)(sheng)力(li)軍(jun)，加強(qiang)應用型(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)更(geng)有重(zhong)(zhong)要(yao)的(de)(de)(de)(de)(de)現實(shi)(shi)(shi)意義。通過開(kai)展應用型(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)，讓(rang)大(da)(da)(da)(da)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)崇(chong)尚勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)、善于勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)，更(geng)好(hao)的(de)(de)(de)(de)(de)發揮聰(cong)明(ming)才(cai)智(zhi)，倡(chang)導(dao)創(chuang)新(xin)(xin)型(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)、創(chuang)造性(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)，打造一支有正確勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)觀的(de)(de)(de)(de)(de)，有激情(qing)、有夢想(xiang)的(de)(de)(de)(de)(de)知識型(xing)(xing)、技(ji)能型(xing)(xing)、創(chuang)新(xin)(xin)型(xing)(xing)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)者大(da)(da)(da)(da)軍(jun)，為(wei)中(zhong)華(hua)民族崛起(qi)注(zhu)入新(xin)(xin)的(de)(de)(de)(de)(de)活(huo)力(li)。

二、當前應用型本(ben)科高校勞動(dong)教育的現狀(zhuang)

（一）部分大學生(sheng)勞(lao)動觀存在偏差

摘要(yao):輔導(dao)員與思政(zheng)課教(jiao)(jiao)(jiao)(jiao)師是高校勞(lao)動教(jiao)(jiao)(jiao)(jiao)育實施(shi)的兩(liang)支重(zhong)要(yao)力量(liang)。只有建立健全(quan)組織(zhi)，搭建起“1123”工作運行機制，積極探索“五結(jie)合(he)”勞(lao)動教(jiao)(jiao)(jiao)(jiao)育模(mo)式，兩(liang)者(zhe)通力合(he)作，才能發揮更(geng)大合(he)力育人(ren)作用，保證(zheng)高校勞(lao)動教(jiao)(jiao)(jiao)(jiao)育順利實施(shi)。

關鍵詞:輔導員與思政課教師;勞(lao)動教育(yu);協(xie)同育(yu)人;運行(xing)機(ji)制

順應時展(zhan)和(he)教育需要(yao)，勞(lao)動教育成為當前(qian)高校立德樹(shu)人(ren)的重(zhong)要(yao)工作。要(yao)想落實好這項重(zhong)要(yao)任務，必須(xu)依(yi)靠輔導員和(he)思(si)政(zheng)課(ke)教師(shi)這兩支(zhi)重(zhong)要(yao)力量，探索(suo)其協同育人(ren)運行機制有重(zhong)要(yao)的理論(lun)和(he)現實意義。

一、勞動教育(yu)的理論與現(xian)實意義

勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)是(shi)當(dang)(dang)(dang)前(qian)我國(guo)社(she)(she)會(hui)主(zhu)(zhu)義(yi)(yi)(yi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)制度的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)(zhong)(zhong)(zhong)要(yao)(yao)(yao)(yao)內容，其教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)效果直(zhi)接(jie)(jie)(jie)(jie)決定著我國(guo)社(she)(she)會(hui)主(zhu)(zhu)義(yi)(yi)(yi)建(jian)設者(zhe)和(he)(he)(he)(he)接(jie)(jie)(jie)(jie)班人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)精神(shen)面(mian)(mian)(mian)貌、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)價值(zhi)取向和(he)(he)(he)(he)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)技能(neng)水平。［1］當(dang)(dang)(dang)前(qian)我國(guo)進(jin)入“十(shi)四五”發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)規劃承上啟下的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)(zhong)(zhong)(zhong)要(yao)(yao)(yao)(yao)發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)階(jie)段，為(wei)(wei)(wei)實現(xian)國(guo)家(jia)第二個(ge)(ge)百年(nian)(nian)發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)目標(biao)，高校作(zuo)為(wei)(wei)(wei)為(wei)(wei)(wei)社(she)(she)會(hui)培養建(jian)設者(zhe)和(he)(he)(he)(he)接(jie)(jie)(jie)(jie)班人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)(zhong)(zhong)(zhong)要(yao)(yao)(yao)(yao)陣地，理(li)(li)應把勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)作(zuo)為(wei)(wei)(wei)重(zhong)(zhong)(zhong)(zhong)要(yao)(yao)(yao)(yao)內容來(lai)抓。國(guo)外有關(guan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)經典論(lun)述最(zui)(zui)早產(chan)生于(yu)16世(shi)紀。托馬(ma)(ma)斯(si)·莫爾在(zai)(zai)(zai)《烏(wu)托邦》一(yi)書中(zhong)(zhong)就談到了(le)(le)“學(xue)(xue)(xue)生應該(gai)一(yi)邊學(xue)(xue)(xue)習科(ke)學(xue)(xue)(xue)文(wen)化(hua)知識(shi)，一(yi)邊進(jin)行農(nong)業勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)。”盧(lu)梭強(qiang)(qiang)調(diao)“對人(ren)(ren)(ren)民(min)進(jin)行勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，改(gai)變人(ren)(ren)(ren)們(men)對勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)偏見”。被稱(cheng)為(wei)(wei)(wei)“俄羅(luo)斯(si)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)心理(li)(li)學(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)奠基(ji)(ji)(ji)人(ren)(ren)(ren)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)俄國(guo)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)家(jia)烏(wu)申斯(si)基(ji)(ji)(ji)認(ren)為(wei)(wei)(wei):“勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)是(shi)一(yi)個(ge)(ge)人(ren)(ren)(ren)在(zai)(zai)(zai)體(ti)(ti)(ti)(ti)格(ge)、智(zhi)(zhi)慧和(he)(he)(he)(he)道德(de)(de)(de)上臻(zhen)于(yu)完善的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)源泉(quan)。”前(qian)蘇(su)聯杰出(chu)(chu)(chu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)家(jia)、作(zuo)家(jia)馬(ma)(ma)卡連柯(ke)十(shi)分(fen)重(zhong)(zhong)(zhong)(zhong)視勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，他認(ren)為(wei)(wei)(wei)“勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)永遠是(shi)人(ren)(ren)(ren)類(lei)生活的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)基(ji)(ji)(ji)礎(chu)，是(shi)創(chuang)造人(ren)(ren)(ren)類(lei)生活幸福和(he)(he)(he)(he)文(wen)明(ming)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)基(ji)(ji)(ji)礎(chu)。在(zai)(zai)(zai)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)工作(zuo)中(zhong)(zhong)，勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)也應當(dang)(dang)(dang)是(shi)最(zui)(zui)基(ji)(ji)(ji)本(ben)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)因(yin)素之一(yi)。”［2］前(qian)蘇(su)聯另(ling)一(yi)位著名(ming)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)實踐家(jia)和(he)(he)(he)(he)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)理(li)(li)論(lun)家(jia)蘇(su)霍姆林斯(si)基(ji)(ji)(ji)對勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)提(ti)(ti)出(chu)(chu)(chu)了(le)(le)具有劃時(shi)代(dai)意(yi)(yi)義(yi)(yi)(yi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)(zhong)(zhong)(zhong)要(yao)(yao)(yao)(yao)思(si)想:“勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)以外的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)和(he)(he)(he)(he)沒有勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)是(shi)不(bu)存在(zai)(zai)(zai)也不(bu)可能(neng)存在(zai)(zai)(zai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)。”［3］對有關(guan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)和(he)(he)(he)(he)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)理(li)(li)論(lun)和(he)(he)(he)(he)實踐闡述最(zui)(zui)為(wei)(wei)(wei)深刻的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)應該(gai)是(shi)馬(ma)(ma)克思(si)。馬(ma)(ma)克思(si)認(ren)為(wei)(wei)(wei)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)是(shi)人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)類(lei)本(ben)質，“一(yi)當(dang)(dang)(dang)人(ren)(ren)(ren)開始生產(chan)自(zi)己的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)生活資(zi)料，即(ji)邁出(chu)(chu)(chu)由他們(men)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)肉體(ti)(ti)(ti)(ti)組織所決定的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)這一(yi)步(bu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)時(shi)候，人(ren)(ren)(ren)本(ben)身就開始把自(zi)己和(he)(he)(he)(he)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)物(wu)區(qu)分(fen)開來(lai)。”［4］他在(zai)(zai)(zai)《1844年(nian)(nian)經濟學(xue)(xue)(xue)哲學(xue)(xue)(xue)手(shou)稿》中(zhong)(zhong)指(zhi)出(chu)(chu)(chu):“正(zheng)是(shi)在(zai)(zai)(zai)改(gai)造對象世(shi)界中(zhong)(zhong)，人(ren)(ren)(ren)才能(neng)真正(zheng)地證(zheng)明(ming)自(zi)己是(shi)類(lei)存在(zai)(zai)(zai)物(wu)……對社(she)(she)會(hui)主(zhu)(zhu)義(yi)(yi)(yi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)人(ren)(ren)(ren)來(lai)說，整個(ge)(ge)所謂世(shi)界歷(li)史不(bu)外是(shi)人(ren)(ren)(ren)通過(guo)人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)而(er)誕(dan)生的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)過(guo)程。”馬(ma)(ma)克思(si)還提(ti)(ti)出(chu)(chu)(chu)了(le)(le)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)應該(gai)與(yu)生產(chan)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)相(xiang)結(jie)合。列(lie)寧在(zai)(zai)(zai)馬(ma)(ma)克思(si)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)實踐理(li)(li)論(lun)基(ji)(ji)(ji)礎(chu)上著重(zhong)(zhong)(zhong)(zhong)強(qiang)(qiang)調(diao)“在(zai)(zai)(zai)學(xue)(xue)(xue)校教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)中(zhong)(zhong)應加(jia)入勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)組織課程，培養學(xue)(xue)(xue)生適應社(she)(she)會(hui)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)技能(neng)，在(zai)(zai)(zai)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)實踐中(zhong)(zhong)學(xue)(xue)(xue)習和(he)(he)(he)(he)掌握科(ke)學(xue)(xue)(xue)文(wen)化(hua)知識(shi)。”可見，勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)對人(ren)(ren)(ren)類(lei)社(she)(she)會(hui)歷(li)史發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)進(jin)程的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)(zhong)(zhong)(zhong)要(yao)(yao)(yao)(yao)意(yi)(yi)義(yi)(yi)(yi)是(shi)不(bu)言而(er)喻的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)。高校作(zuo)為(wei)(wei)(wei)培養社(she)(she)會(hui)主(zhu)(zhu)義(yi)(yi)(yi)建(jian)設者(zhe)和(he)(he)(he)(he)接(jie)(jie)(jie)(jie)班人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)重(zhong)(zhong)(zhong)(zhong)要(yao)(yao)(yao)(yao)陣地，勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)應該(gai)也是(shi)必須履行的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)責任和(he)(he)(he)(he)義(yi)(yi)(yi)務(wu)。我國(guo)歷(li)來(lai)重(zhong)(zhong)(zhong)(zhong)視人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)全(quan)(quan)(quan)面(mian)(mian)(mian)發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)。把勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)作(zuo)為(wei)(wei)(wei)人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)全(quan)(quan)(quan)面(mian)(mian)(mian)發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)重(zhong)(zhong)(zhong)(zhong)要(yao)(yao)(yao)(yao)內容，提(ti)(ti)出(chu)(chu)(chu)“德(de)(de)(de)智(zhi)(zhi)體(ti)(ti)(ti)(ti)美(mei)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)”五育(yu)(yu)(yu)(yu)(yu)并重(zhong)(zhong)(zhong)(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)方(fang)針，是(shi)基(ji)(ji)(ji)于(yu)2018年(nian)(nian)9月(yue)10日中(zhong)(zhong)共中(zhong)(zhong)央(yang)總(zong)書記首次提(ti)(ti)出(chu)(chu)(chu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)“培養德(de)(de)(de)智(zhi)(zhi)體(ti)(ti)(ti)(ti)美(mei)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)全(quan)(quan)(quan)面(mian)(mian)(mian)發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)社(she)(she)會(hui)主(zhu)(zhu)義(yi)(yi)(yi)建(jian)設者(zhe)和(he)(he)(he)(he)接(jie)(jie)(jie)(jie)班人(ren)(ren)(ren)”。2013年(nian)(nian)10月(yue)23日，指(zhi)出(chu)(chu)(chu):“一(yi)勤天(tian)下無難事。”“必須牢固樹立勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)最(zui)(zui)光榮、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)最(zui)(zui)崇(chong)(chong)高、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)最(zui)(zui)偉(wei)大(da)(da)、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)最(zui)(zui)美(mei)麗的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)觀念(nian)。”［5］2018年(nian)(nian)9月(yue)10日，在(zai)(zai)(zai)全(quan)(quan)(quan)國(guo)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)大(da)(da)會(hui)上強(qiang)(qiang)調(diao):“堅持中(zhong)(zhong)國(guo)特色社(she)(she)會(hui)主(zhu)(zhu)義(yi)(yi)(yi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)道路(lu)，培養德(de)(de)(de)智(zhi)(zhi)體(ti)(ti)(ti)(ti)美(mei)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)全(quan)(quan)(quan)面(mian)(mian)(mian)發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)社(she)(she)會(hui)主(zhu)(zhu)義(yi)(yi)(yi)建(jian)設者(zhe)和(he)(he)(he)(he)接(jie)(jie)(jie)(jie)班人(ren)(ren)(ren)。”“要(yao)(yao)(yao)(yao)在(zai)(zai)(zai)學(xue)(xue)(xue)生中(zhong)(zhong)弘揚勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)精神(shen)，教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)引導學(xue)(xue)(xue)生崇(chong)(chong)尚勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、尊(zun)重(zhong)(zhong)(zhong)(zhong)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)，懂(dong)得勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)最(zui)(zui)光榮、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)最(zui)(zui)崇(chong)(chong)高、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)最(zui)(zui)偉(wei)大(da)(da)、勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)最(zui)(zui)美(mei)麗的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)道理(li)(li)，長大(da)(da)后能(neng)夠辛勤勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、誠實勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)、創(chuang)造性勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)。”［6］為(wei)(wei)(wei)落實好勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，國(guo)家(jia)也出(chu)(chu)(chu)臺了(le)(le)許多文(wen)件。2019年(nian)(nian)7月(yue)，國(guo)務(wu)院印發(fa)文(wen)件，將勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)與(yu)德(de)(de)(de)智(zhi)(zhi)體(ti)(ti)(ti)(ti)美(mei)并舉(ju)，成為(wei)(wei)(wei)五育(yu)(yu)(yu)(yu)(yu)之一(yi)。2020年(nian)(nian)3月(yue)20日，中(zhong)(zhong)共中(zhong)(zhong)央(yang)國(guo)務(wu)院正(zheng)式了(le)(le)《關(guan)于(yu)全(quan)(quan)(quan)面(mian)(mian)(mian)加(jia)強(qiang)(qiang)新時(shi)代(dai)大(da)(da)中(zhong)(zhong)小學(xue)(xue)(xue)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)意(yi)(yi)見》，全(quan)(quan)(quan)方(fang)位、多層(ceng)次為(wei)(wei)(wei)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)指(zhi)明(ming)了(le)(le)方(fang)向，并為(wei)(wei)(wei)形成以勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)為(wei)(wei)(wei)主(zhu)(zhu)要(yao)(yao)(yao)(yao)內容的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)育(yu)(yu)(yu)(yu)(yu)人(ren)(ren)(ren)機制和(he)(he)(he)(he)學(xue)(xue)(xue)生理(li)(li)想信(xin)念(nian)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)相(xiang)結(jie)合的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)發(fa)展(zhan)(zhan)(zhan)(zhan)(zhan)目標(biao)提(ti)(ti)出(chu)(chu)(chu)了(le)(le)指(zhi)導性意(yi)(yi)見。這些文(wen)件的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)出(chu)(chu)(chu)臺，對指(zhi)導高校大(da)(da)學(xue)(xue)(xue)生勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，培養大(da)(da)學(xue)(xue)(xue)生的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)勞(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)(lao)動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)觀念(nian)和(he)(he)(he)(he)責任擔當(dang)(dang)(dang)等意(yi)(yi)識(shi)，為(wei)(wei)(wei)社(she)(she)會(hui)培養合格(ge)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)建(jian)設者(zhe)和(he)(he)(he)(he)接(jie)(jie)(jie)(jie)班人(ren)(ren)(ren)將起到巨大(da)(da)推動(dong)(dong)(dong)(dong)(dong)(dong)(dong)(dong)作(zuo)用。

二(er)、輔導員與(yu)思政課教(jiao)師是勞動教(jiao)育(yu)實施的(de)主(zhu)要責(ze)任(ren)主(zhu)體

摘要:以建筑類專(zhuan)業為例(li)，探討(tao)了(le)(le)(le)勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)融(rong)(rong)入專(zhuan)業課(ke)(ke)程(cheng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)對策。從勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)含義(yi)、勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)原則、勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)與學科融(rong)(rong)合(he)的(de)(de)教(jiao)(jiao)(jiao)學價值(zhi)三方面入手，對勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)進(jin)行了(le)(le)(le)概述。分析(xi)了(le)(le)(le)勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)融(rong)(rong)入專(zhuan)業課(ke)(ke)程(cheng)存在(zai)的(de)(de)問題，表現在(zai)存在(zai)邊緣化傾向，與時代發展結合(he)不夠(gou)密切，專(zhuan)業課(ke)(ke)程(cheng)與勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)未充分融(rong)(rong)合(he)，未貼(tie)合(he)學生(sheng)的(de)(de)發展特點(dian)(dian)。提出了(le)(le)(le)勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)融(rong)(rong)入專(zhuan)業課(ke)(ke)程(cheng)的(de)(de)解決對策，應明確立德樹人的(de)(de)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)理念，建立健全勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)體系，結合(he)學生(sheng)發展特點(dian)(dian)，保證勞(lao)(lao)動(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)效(xiao)果，進(jin)而提升建筑類專(zhuan)業人才的(de)(de)職業技(ji)能和勞(lao)(lao)動(dong)(dong)素養，使其成長為高素質的(de)(de)技(ji)術(shu)技(ji)能型人才。

關鍵詞:勞動教育;專(zhuan)業課程教育;對策;建(jian)筑類專(zhuan)業

高校(xiao)肩負(fu)著培養社會主義建(jian)設者和接(jie)班(ban)人的重(zhong)任，積(ji)極探索勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)路(lu)徑(jing)，改變(bian)青年(nian)一代勞(lao)(lao)動(dong)(dong)(dong)觀念、勞(lao)(lao)動(dong)(dong)(dong)意識淡薄(bo)，勞(lao)(lao)動(dong)(dong)(dong)素養、勞(lao)(lao)動(dong)(dong)(dong)技能缺(que)失(shi)等問(wen)題(ti)的研究(jiu)尤為必要(yao)。將勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)融(rong)入專(zhuan)業(ye)(ye)課(ke)程，可以(yi)滲透勞(lao)(lao)動(dong)(dong)(dong)知識、勞(lao)(lao)動(dong)(dong)(dong)技能和勞(lao)(lao)動(dong)(dong)(dong)精神，進而(er)使學生形(xing)成良好(hao)的勞(lao)(lao)動(dong)(dong)(dong)態度和習慣，有助于(yu)促進學生的全面(mian)發展。勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)是教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)體(ti)(ti)系中的重(zhong)要(yao)組成部分，以(yi)勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)與專(zhuan)業(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)融(rong)通的實施路(lu)徑(jing)為切入點，將勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)融(rong)入專(zhuan)業(ye)(ye)課(ke)程對學生具(ju)有積(ji)極作用。在勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)過程中存在的不足和問(wen)題(ti)，可以(yi)通過建(jian)立健(jian)全勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)體(ti)(ti)系，結(jie)合(he)學生的實際發展特(te)點開展勞(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，進而(er)保證教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)效果。

1勞動教育概述

1.1勞動教育的含義

勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)指受教(jiao)(jiao)(jiao)育(yu)者(zhe)(zhe)在學(xue)習(xi)過(guo)程中，可以形(xing)成(cheng)正確的(de)(de)勞(lao)動(dong)觀(guan)念，理解勞(lao)動(dong)的(de)(de)意(yi)義(yi)，逐漸(jian)養(yang)成(cheng)熱愛勞(lao)動(dong)的(de)(de)好(hao)習(xi)慣，同時對(dui)(dui)勞(lao)動(dong)人民產生(sheng)一定的(de)(de)情感。學(xue)習(xi)是勞(lao)動(dong)的(de)(de)一個方面，需要(yao)(yao)受教(jiao)(jiao)(jiao)育(yu)者(zhe)(zhe)認真對(dui)(dui)待。在勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)過(guo)程中，不(bu)僅可以培養(yang)學(xue)生(sheng)的(de)(de)勞(lao)動(dong)技能，還可以提升學(xue)生(sheng)的(de)(de)技術(shu)素(su)養(yang)，通過(guo)行之有(you)效的(de)(de)勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)，促進(jin)學(xue)生(sheng)道(dao)德品質的(de)(de)提升，增強學(xue)生(sheng)的(de)(de)體魄，促進(jin)學(xue)生(sheng)的(de)(de)全(quan)面發展。2018年全(quan)國(guo)教(jiao)(jiao)(jiao)育(yu)大會對(dui)(dui)教(jiao)(jiao)(jiao)育(yu)工作進(jin)行了重大部署(shu)，倡導勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)，培養(yang)全(quan)面發展的(de)(de)人才。對(dui)(dui)此，建筑(zhu)專業課程需要(yao)(yao)積極響(xiang)應，全(quan)面融合勞(lao)動(dong)教(jiao)(jiao)(jiao)育(yu)。

摘要(yao)(yao)：加強藝術(shu)類大學(xue)生的(de)(de)勞(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)和美(mei)育(yu)(yu)是(shi)高校藝術(shu)類專業(ye)課程(cheng)體(ti)系(xi)的(de)(de)重要(yao)(yao)內容，也(ye)是(shi)新(xin)時代“五全育(yu)(yu)人(ren)(ren)”的(de)(de)內在(zai)要(yao)(yao)求。深入推進新(xin)時代勞(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)，發揮勞(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)綜合育(yu)(yu)人(ren)(ren)價值，高校應以馬克(ke)思主義勞(lao)動(dong)(dong)(dong)美(mei)學(xue)為理論基礎，將勞(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)與藝術(shu)類專業(ye)實(shi)踐課程(cheng)有機融合，培養專業(ye)的(de)(de)勞(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)師資隊伍(wu)，創(chuang)新(xin)網(wang)絡空間(jian)勞(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)模式，構建(jian)起課程(cheng)、教(jiao)(jiao)(jiao)師、網(wang)絡、實(shi)踐相(xiang)統一的(de)(de)“四(si)維(wei)一體(ti)”勞(lao)動(dong)(dong)(dong)教(jiao)(jiao)(jiao)育(yu)(yu)實(shi)施體(ti)系(xi)，實(shi)現(xian)勞(lao)育(yu)(yu)和美(mei)育(yu)(yu)的(de)(de)融合發展。

關(guan)鍵詞：勞(lao)(lao)動美學；藝術類(lei)大學生；勞(lao)(lao)動教育(yu)

藝(yi)術(shu)追求(qiu)美(mei)(mei)(mei)，“以(yi)美(mei)(mei)(mei)育(yu)(yu)(yu)人”是(shi)高校(xiao)(xiao)藝(yi)術(shu)類(lei)專(zhuan)(zhuan)業(ye)建構(gou)的(de)(de)(de)(de)重(zhong)要內涵；勞(lao)動創造美(mei)(mei)(mei)，“以(yi)勞(lao)育(yu)(yu)(yu)人”是(shi)推(tui)進(jin)新時代高校(xiao)(xiao)素質教(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)(de)重(zhong)要舉(ju)措。因(yin)此，全面加強勞(lao)動教(jiao)(jiao)育(yu)(yu)(yu)和(he)美(mei)(mei)(mei)育(yu)(yu)(yu)相融合(he)是(shi)構(gou)建新時代高校(xiao)(xiao)藝(yi)術(shu)類(lei)專(zhuan)(zhuan)業(ye)課程體系(xi)的(de)(de)(de)(de)重(zhong)要內容。高校(xiao)(xiao)應該堅持以(yi)馬(ma)克思(si)主(zhu)義勞(lao)動美(mei)(mei)(mei)學(xue)為指導(dao)，結合(he)藝(yi)術(shu)類(lei)大(da)學(xue)生(sheng)的(de)(de)(de)(de)個(ge)性(xing)特(te)點、專(zhuan)(zhuan)業(ye)特(te)色，積極(ji)探索“以(yi)勞(lao)育(yu)(yu)(yu)美(mei)(mei)(mei)，以(yi)美(mei)(mei)(mei)育(yu)(yu)(yu)勞(lao)”的(de)(de)(de)(de)雙向協(xie)同育(yu)(yu)(yu)人路徑，實(shi)現藝(yi)術(shu)類(lei)大(da)學(xue)生(sheng)的(de)(de)(de)(de)勞(lao)動教(jiao)(jiao)育(yu)(yu)(yu)課程與(yu)專(zhuan)(zhuan)業(ye)課程相結合(he)，勞(lao)動實(shi)踐與(yu)專(zhuan)(zhuan)業(ye)理論(lun)相結合(he)，不斷(duan)完善藝(yi)術(shu)類(lei)大(da)學(xue)生(sheng)的(de)(de)(de)(de)勞(lao)動教(jiao)(jiao)育(yu)(yu)(yu)和(he)美(mei)(mei)(mei)育(yu)(yu)(yu)課程體系(xi)；借(jie)助互聯網，拓(tuo)展勞(lao)動教(jiao)(jiao)育(yu)(yu)(yu)新場域，多(duo)方(fang)(fang)位、全方(fang)(fang)面構(gou)建高校(xiao)(xiao)勞(lao)動教(jiao)(jiao)育(yu)(yu)(yu)實(shi)踐平臺(tai)，以(yi)達到(dao)勞(lao)育(yu)(yu)(yu)和(he)美(mei)(mei)(mei)育(yu)(yu)(yu)的(de)(de)(de)(de)最(zui)佳育(yu)(yu)(yu)人效能。

一、勞(lao)動美(mei)學的基本內涵

生產(chan)勞(lao)(lao)(lao)動(dong)是人類(lei)社會生活(huo)(huo)最基本的(de)活(huo)(huo)動(dong)，是人類(lei)主(zhu)觀(guan)見(jian)之于客觀(guan)最直接(jie)的(de)過程。人類(lei)的(de)意志、情(qing)感、思維、才能(neng)等通過創(chuang)造(zao)(zao)(zao)性勞(lao)(lao)(lao)動(dong)形成(cheng)了客觀(guan)的(de)勞(lao)(lao)(lao)動(dong)產(chan)品(pin)，在此過程中(zhong)勞(lao)(lao)(lao)動(dong)創(chuang)造(zao)(zao)(zao)了美(mei)———為人類(lei)和社會發展所需要(yao)的(de)審(shen)美(mei)客體(ti)即勞(lao)(lao)(lao)動(dong)產(chan)品(pin)。而且在此過程中(zhong)審(shen)美(mei)主(zhu)體(ti)的(de)情(qing)感、態度、價值觀(guan)以及思維和才能(neng)都(dou)會不斷完善，其(qi)過程也是作為主(zhu)體(ti)重新塑(su)造(zao)(zao)(zao)的(de)過程。

（一(yi)）勞(lao)動創造了美