劳动教育赋能课后服务的基本向度及其实现

熊晴; 朱德全

教师教育学报

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劳动教育赋能课后服务的基本向度及其实现

熊晴, 朱德全. 劳动教育赋能课后服务的基本向度及其实现[J]. 教师教育学报.

引用本文:

熊晴, 朱德全. 劳动教育赋能课后服务的基本向度及其实现[J]. 教师教育学报.

XIONG Qing, ZHU Dequan. The Basic Dimensionand Realization of Labor Education Enabling After-school Service[J]. Journal of Teacher Education.

Citation:

XIONG Qing, ZHU Dequan. The Basic Dimensionand Realization of Labor Education Enabling After-school Service[J]. Journal of Teacher Education.

劳动教育赋能课后服务的基本向度及其实现

熊晴,
朱德全

西南大学教育学部, 重庆 400715

详细信息

作者简介:
熊晴,教育学博士,西南大学教育学部副教授;朱德全,教育学博士,西南大学教育学部教授,博士生导师。

中图分类号: G632.3

The Basic Dimensionand Realization of Labor Education Enabling After-school Service

Faculty of Education, Southwest University, Chongqing 400715, China

摘要: “双减”背景下,以劳动教育为课后服务赋能是学校开展高质量课后服务的新思路与新方案。学校开展课后服务的“有需”、劳动教育的“能为”以及二者的协同共生是劳动教育赋能课后服务的内在逻辑。劳动教育赋能课后服务包括四个基本向度:一是以五育深度融合为旨向,凸显课后服务促进学生发展的应然价值;二是以多元劳动课程为基础,形成课后服务结构完整的丰富内容资源;三是以普职跨界融通为动力,协同政、校、行、企、家、社等多元育人主体力量;四是以劳育实践体系为支撑,提供满足课后服务实施需要的支持条件。有鉴于此,需要整合劳育课程与各类课程,构建课后服务“三层递进”课程体系;兼顾体力劳动与脑力劳动,提升课后服务“四维联动”实践效果;统筹普通教育与职业教育,形成课后服务“五位一体”共治格局,以综合提升学校课后服务的育人质量。
- “双减”政策 /
- 劳动教育 /
- 劳动课程 /
- 课后服务 /
- 课程建设
Abstract: Under the background of"double reduction", empowering after-school services with labor education is a new idea and scheme for schools to carry out high-quality after-school services. The" need" of after-school service, the "ability" of labor education and the synergistic symbiosis of the two are the inherent logic of after-school service empowered by labor education. Labor education empowerment af-ter-school services include four dimensions. One is to take the deep integration of five education as the aim, highlighting the value of after-school service to promote students development. Secondly, on the basis of diversified labor courses, rich content resources with complete after-school service structure shall be formed. Thirdly, with the cross-border integration of general education and vocational education as the driving force, the government, schools, industries, enterprises, families, society and other multi-educational main forces shall be coordinated. Fourth, supported by the practice system of labor and education, support conditions shall be provided to meet the needs of after-school service implementation. Therefore, the first is to integrate labor curriculum and other curriculum to build a threetier progressive content system of after-school services. Second, take into account both physical labor and mental labor, and improve the practical effect of the four-dimensional linkage of after-school services. The third is to coordinate general education and vocational education, and create a five-in-one cogovernance pattern of after-school services, so as to comprehensively improve the educational quality of after-school services.
- "double reduction" policy /
- labor education /
- laborcurriculum /
- after-school services /
- curriculum construction .

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劳动教育赋能课后服务的基本向度及其实现

熊晴,
朱德全

作者简介: 熊晴,教育学博士,西南大学教育学部副教授;朱德全,教育学博士,西南大学教育学部教授,博士生导师。
西南大学教育学部, 重庆 400715

网络出版日期: 2024-11-08

基金项目:

关键词:

摘要: “双减”背景下,以劳动教育为课后服务赋能是学校开展高质量课后服务的新思路与新方案。学校开展课后服务的“有需”、劳动教育的“能为”以及二者的协同共生是劳动教育赋能课后服务的内在逻辑。劳动教育赋能课后服务包括四个基本向度:一是以五育深度融合为旨向,凸显课后服务促进学生发展的应然价值;二是以多元劳动课程为基础,形成课后服务结构完整的丰富内容资源;三是以普职跨界融通为动力,协同政、校、行、企、家、社等多元育人主体力量;四是以劳育实践体系为支撑,提供满足课后服务实施需要的支持条件。有鉴于此,需要整合劳育课程与各类课程,构建课后服务“三层递进”课程体系;兼顾体力劳动与脑力劳动,提升课后服务“四维联动”实践效果;统筹普通教育与职业教育,形成课后服务“五位一体”共治格局,以综合提升学校课后服务的育人质量。

English Abstract

The Basic Dimensionand Realization of Labor Education Enabling After-school Service

西南大学教育学部, 重庆 400715

Available Online: 2024-11-08

Keywords:

Abstract: Under the background of"double reduction", empowering after-school services with labor education is a new idea and scheme for schools to carry out high-quality after-school services. The" need" of after-school service, the "ability" of labor education and the synergistic symbiosis of the two are the inherent logic of after-school service empowered by labor education. Labor education empowerment af-ter-school services include four dimensions. One is to take the deep integration of five education as the aim, highlighting the value of after-school service to promote students development. Secondly, on the basis of diversified labor courses, rich content resources with complete after-school service structure shall be formed. Thirdly, with the cross-border integration of general education and vocational education as the driving force, the government, schools, industries, enterprises, families, society and other multi-educational main forces shall be coordinated. Fourth, supported by the practice system of labor and education, support conditions shall be provided to meet the needs of after-school service implementation. Therefore, the first is to integrate labor curriculum and other curriculum to build a threetier progressive content system of after-school services. Second, take into account both physical labor and mental labor, and improve the practical effect of the four-dimensional linkage of after-school services. The third is to coordinate general education and vocational education, and create a five-in-one cogovernance pattern of after-school services, so as to comprehensively improve the educational quality of after-school services.