Study On The Status Of Elementary School Students’ Labor Involvement In New Period

On March 20^th,2020,the Central Committee of the Communist Party of China and the State Council promulgated the"Suggestions on Comprehensively Strengthening Labor Education in Universities,Primary and Secondary Schools in the New Period",proposing to build an education system for comprehensive training of morality,intelligence,physical,aesthetics and labor.Labor education is an important socialist education system with Chinese characteristics.With the improvement of the status of labor education,the content and methods of labor education have also changed,which affects students’labor involvement.On the basis of these background,this study explores the current status of primary school students’labor involvement through investigation,and provides specific suggestions to improve the labor education.This study used the revised"Primary School Students’Labor Involvement Questionnaire’to investigate the labor involvement of 610 fourth and fifth grade students in 6 primary schools in Nanjing.The study uses descriptive statistics to describe the status quo of primary school students’labor involvement,and uses two independent sample t-test to analyze the differences in labor participation of different groups.This article draws the following conclusions:The overall situation of labor involvement:1.In terms of the abundance of involvement,more than half of the students participated in most of the activities involved in the survey,but compared with other types of labor activities,students’participation in out-school service labor is relatively low;2.The frequency of students’participation in labor activities requiring high actions requirements is low,and the family and school do not provide enough operational support and guidance for student;3.Students participate in housework for about 20 minutes a day,and less than half of the students meet the requirements.Group differences in labor involvement:1.Suburban students,students who are not class leaders,and skip-generation raising students are weak groups for labor participation.Specifically,the labor involvement of urban students is significantly better than that of suburban students;the richness and frequency of participation in housework and in-and out-school service labor for parent raising students is significantly higher than that of skip-generation raising students;the richness and frequency of participation in school service labor for students who are class leaders is significantly higher than those of students who are not class leaders.2.Students with external labor involvement motives are a weak group for labor involvement.Students with internal motivation are significantly higher than those with external motivation in the richness,frequency and duration of labor involvement.3.Students with low levels of social support are a weak group for labor involvement.Specifically,students with high parent-child labor frequency are significantly higher in the richness,frequency and duration of labor involvement;students with high teacher labor evaluation frequency are significantly more in the richness and frequency of labor involvement than that of students with low teacher labor evaluation frequency.The students with high peer cooperative labor frequency are significantly higher than those with low peer cooperative labor frequency in terms of the richness,frequency and duration of labor involvement.According to these research conclusions,this study puts forward some suggestions to improve primary school students’labor involvement:Firstly,it is necessary to pay attention to the labor involvement of vulnerable groups in primary schools,including strengthening the implementation of labor education in suburban schools,expanding the coverage of class cadre positions,and focusing on the skip-generation raising students’labor involvement.Secondly,school can provide selectable labor activities for students,encourage creative labor based on inquiry learning,and strengthen peer cooperation in the labor process to cultivate and stimulate students’internal motivation for labor involvement.Thirdly,it is necessary to attach importance to parent-child labor in family education and teachers’evaluation and feedback in the labor process.