Research On The Implementation Of Labor Education In Primary And Secondary Schools Based On The Unity Of Body And Mind

On March 20,2020,the Central Committee of the Communist Party of China and the State Council released the "Opinions on Comprehensively Strengthening Labor Education in Colleges,Middle Schools and Primary Schools in the New Era" on the issue that labor education has been diluted and weakened,incorporated labor education courses into the school compulsory curriculum system,and stipulated the time and content of labor education class.Labor education has become an important link in the construction of an all-around training system for morality,intelligence,physique,aesthetics and labor,and is the starting point and goal of promoting students' all-around development in morals,intelligence,aesthetics and labor.However,in view of the phenomenon of "disembody" and "being apart from the body" in labor education in primary and secondary schools,disciplined and formalized labor education restrains students' bodies,suppresses students' labor expression,and makes labor become an annoyance for students.In order to promote students' all-round development,labor education in primary and secondary schools needs to return to the track of physical and mental integration,and determine the value pursuit and implementation principles of body and mind integration of labor education in primary and secondary schools.This article uses the literature research method to comb the domestic and foreign research on labor education and the unity of mind and body,determine the connotation of labor education in primary and secondary schools with the unity of body and mind,and further externalize the unity of mind and body into the unity of cognition,emotion,will and action,and analyze the value pursuit of the labor education in primary and secondary schools based on the unity of mind and body is to comprehensively cultivate students' labor cognition,labor emotion,labor will and labor behavior.Under the view of the unity of body and mind,the purpose of the labor education in primary and secondary schools is to enable students to develop a labor body and realize the self-education of labor education;the content of the labor education connects students' body and the brain,supplemented by indirect experience,and focuses on students' direct experience;the process of the labor education emphasizes personal experience,creating real labor situations,and allowing students to communicate physically;the evaluation of the labor education focuses on students' labor behavior and the process of students' labor development.Based on this,the primary and secondary labor education of the unity of mind and body needs to follow some implementation principles,such as combining situationality and experientiality,combining practicality and generativity,combining collectiveness and individuality.In the part of teachers' questionnaire surveys and interviews,the current dilemma of the separation of body and mind faced by primary and secondary school labor education is analyzed from the perspective of educational elements: utilitarian educational purposes weaken the educational function of labor,and entertaining educational content enlarges the distance between students' body and mind,and the disciplined educational implementation dilutes students' physical experience,and the formal educational evaluation obscures the value of students' body participation.In the part of students' questionnaire survey,students' development level is gradually reduced from labor cognition to labor behavior,and students are separated from body and mind in labor.This situation is mainly caused by the restriction of cultural concepts,lack of educational resources,lack of evaluation system,and lack of labor education system.In order to solve these problems,this article proposes to change ideological concepts,create an atmosphere of labor education in society,family,and school;to find labor education resources in the reality,cultural,and technological fields;to conduct process evaluations on students,incorporate teachers into the labor education evaluation system,improve the labor evaluation system;establish a school,family,and social labor education community,develop inter-school cooperation,and form a long-term labor education mechanism.