摘要
隐性劳动教育课程资源主要内容包括物质、心理、制度、实践四个方面。课程结构上,与显性课程相补充,构建综合化的劳动教育课程体系;课程目标上,满足学生的情感需要,凸显现代学校教育的育人本质;课程内容上,丰富学生的劳动体验,为唤醒沉浸式体验提供素材。根据埃里克森的人格发展阶段理论,中小学实施劳动教育具有其群体特殊性:小学阶段勇于表现自我,易受他人行为影响;中学阶段情感需求显著,渴望获得成就体验。针对此类特殊性,中小学开发隐性劳动教育课程资源应遵循生活性、地域性、适应性三个基本原则。并且包括三个现实步骤:筛选、转化、保障;相对应的行动表现为注意、组织、评审。
The main contents of recessive labor education curriculum resources include material,psychological,institutional and practical aspects.In the curriculum structure,it complements the explicit curriculum to construct a comprehensive labor education curriculum system;in the curriculum goal,it meets the students’emotional needs and highlights the educational essence of modern school education;in the curriculum content,it enriches students’labor experience and provides material for awakening immersive experience.According to Eriksson’s theory of personality development stage,the implementation of labor education in primary and secondary schools has its group particularity.The courage to express themselves in primary school is easy to be influenced by the behavior of others,and the emotional demand in middle school is remarkable and eager to obtain achievement experience.In view of this particularity,the development of recessive labor education curriculum resources in primary and secondary schools should follow the three basic principles of life,region and adaptability.It includes three practical steps:screening,transformation,security and the corresponding action performance is attention,organization,review.
作者
钟阿秀
Zhong Axiu(School of Educational Science,Anhui Nonnal University,Wuhu 241000,China)
出处
《齐鲁师范学院学报》
2022年第2期91-97,共7页
Journal of Qilu Normal University
关键词
劳动教育
课程资源开发
隐性课程
Labor education
Curriculum resource development
Hidden curriculum
