我国劳动技术教育的发展

新中国成立以后,为解决高小和初中毕业生从事生产劳动的问题,开始加强以劳动技术教育为中心的宣传教育活动。1953年至1957年,中小学加强劳动教育与实施基本生产技术教育,劳动技术教育的课程地位得以确立。20世纪六七十年代,劳动技术教育明显带有思想政治教育的特点。1978年后,在"教育与生产劳动相结合"的方针的指引下,劳动技术教育有了长足的发展,其学科和课程地位再一次得以确定。1993年后,从素质教育的角度对劳动技术教育给与了充分的肯定。新课程把劳动技术教育变成综合实践活动课程,客观上削弱了它的课程地位。劳动技术教育是素质教育的一大要素,应还原它的学科地位。

Development of Labor and Technical Education in China

After the founding of the People's Republic of China, the Chinese government made energetic efforts to strengthen the publicity of labor and technical education to meet the need of primary and secondary school graduates for productive labor. During the period of 1953-1957, the curriculum position of labor and technical education was established along with reinforcement of labor and technical education at primary and secondary schools. In the 60s and 70s of the 20th century, labor and technical education had obvious political features. But, under the guidance of the principle of "integrating education and productive labor", labor and technical education enjoyed a great progress and its disciplinary and curriculum position was reestablished in 1978. Especially after 1993, the curriculum position of labor and technical education was supported by the development of competence education. Moreover, along with the transition from labor and technical education to comprehensive practice activity curriculum, its curriculum position was objectively Weakened. As labor and technical education is one of the key factors of competence education, its disciplinary position should be restored.