Reflection And Construction Of The Evaluation Concept Of Labor Education In Primary And Secondary Schools In China

"Educational evaluation" has played a very important role in the "baton" of educational development,which is related to the direction of educational development.As an important part of China’s socialist education system with Chinese characteristics,labor education has the educational value of comprehensive education.Since the founding of New China,China has always attached importance to labor education,and in the new era,the party and the state have elevated labor education to the same status as moral,intellectual,physical,and aesthetic education,and better played the educational value of labor education in terms of morality,intelligence,physical fitness,and beauty.The concept of labor education evaluation in primary and secondary schools is the embodiment of the national will to educate,represents the value orientation of Labor Education Evaluation in Primary and Secondary Schools in China,and is of great significance to the practice of labor education in primary and secondary schools.Taking the evaluation concept of labor education in primary and secondary schools in China as the research object,this paper analyzes the evaluation concept of labor education in primary and secondary schools embodied in it by collecting and sorting out the relevant policy texts issued by China since the founding of New China and the speeches of leaders,and analyzes them,and then reflects on and analyzes the causes,so as to construct the evaluation concept of labor education in primary and secondary schools in the context of the new era.Through the analysis of relevant literature,the collation of relevant policies,and the use of interview methods to interview a number of front-line teachers,the analysis standards and frameworks formed by four dimensions such as "evaluation purpose","evaluation content","evaluation subject" and "evaluation method" are constructed on the basis of seeking policy basis,theoretical basis and practical basis.And use this framework to sort out the history of the evaluation of labor education in primary and secondary schools in China.It can be sorted out that since the founding of New China,the evaluation of labor education in primary and secondary schools in China has gone through five stages of development,such as embryonic start-up,exploration and construction,reform and standardization,comprehensive development,and in-depth development.Subsequently,on the basis of sorting out the evolution of labor education evaluation in primary and secondary schools in China in the early stage,the evaluation concept embodied in the evaluation of labor education in primary and secondary schools at different stages was analyzed from the four levels of purpose,content,subject and method,and its basic trends and characteristics were explored.At the level of evaluation purpose,the evaluation of labor education in primary and secondary schools in China has changed from the initial economic development orientation to the education orientation;at the level of evaluation content,the evaluation of labor education in primary and secondary schools has transitioned from instrumental rationality to value rationality;at the level of evaluation subjects,the evaluation of labor education in primary and secondary schools has developed from a single model to a multi-subject model;at the level of evaluation methods,the evaluation of labor education in primary and secondary schools has moved from result-oriented to the combination of process evaluation and result evaluation.Then,through the analysis of the evaluation concept of labor education in primary and secondary schools in China since the founding of New China,the existing problems were found and reflected.In the more than seventy years since the founding of New China,with the changes of the times,the evaluation concept of labor education in primary and secondary schools in China is also constantly changing,revealing some problems,such as: instrumental evaluation purpose view,ignoring the ontological value of educating people;a single evaluation content concept,which is not conducive to the comprehensive development of students;the traditional evaluation subject view,neglecting students’ self-development;and the simplified evaluation method concept,resulting in evaluation flowing into form.The reasons for this are mainly due to the lack of rational understanding of the relationship between labor and education;the lack of construction of the content system of labor education policies;and the impact of social and economic levels on the implementation of labor education.Finally,on the basis of reflection and cause analysis of the evaluation concept of labor education in primary and secondary schools in China,this paper mainly starts from the aspects of purpose,content,subject,and method to construct the evaluation concept of labor education in primary and secondary schools in China in the new era.At the level of evaluation purpose,it is necessary to adhere to the orientation of educating people and take student development as the fundamental orientation;at the level of evaluation content,we should enrich the evaluation content and promote the more comprehensive development of students;at the level of evaluation subjects,we should expand the evaluation subjects and strengthen students’ self-evaluation;at the level of evaluation methods,we should reform evaluation methods and strengthen qualitative evaluation and process evaluation.