The Real-life Dilemma Of Labour Education In China’s Primary And Secondary Schools And Strategies To Enhance It

Labour education in primary and secondary schools in China is undergoing the process of transformation from traditional education to modern education,and the new zeitgeist and characteristics acquired are a positive value system in line with the spirit of labour.However,under the light of Marx’s alienation theory,it is found that the road of development of labour education in primary and secondary schools in China is not smooth,and there are dilemmas of alienation in several aspects,mainly including the alienation of the ontological cognition of labour education,the alienation of the implementation of the subject,the alienation of the creation of the object and the alienation of the choice of carrier.This paper looks at the field of labour education in primary and secondary schools in China from the perspective of Marx’s alienation theory.Through the analysis of the four levels of labour education ontology,subject,object and carrier,it explores the desirable value,actual dilemma and inevitable direction of labour education in primary and secondary schools in China.This paper is divided into six parts,the first of which is the introduction.Through a systematic overview of the research background,problems,significance and the current status of research in both domestic and international aspects of labour education in primary and secondary schools in China,as well as a review of the key points of Marx’s theory of alienation,it summarises what has been seen and not seen in the existing research.In turn,appropriate research methods are selected to sort out the research ideas of labour education in primary and secondary schools in China,and the innovations and shortcomings of this study are pointed out.The second part defines the concept,research position and dimensions of labour education in primary and secondary schools in China.It mainly smoothes out the research perspectives on labour education in primary and secondary schools in China from two levels.The first level explains the research position of this study,which is based on Marx’s theory of alienation,pointing out that Marx formed the core of his theory of alienation with four aspects: the alienation of the labourer from the products of labour he produces,the alienation of labour itself,the alienation of the class nature of man,and the alienation of man and man.The second dimension illustrates the dimensions of labour education in primary and secondary schools in China,i.e.the analysis of the reality of labour education in primary and secondary schools in China from the perspective of Marx’s philosophy of practice,and concludes that the four aspects of ontology,subject,object and carrier are to be used to develop the argument.The third part is the internal orientation of labour education in primary and secondary schools in China.It mainly analyses and elaborates the core values of labour education in primary and secondary schools in China.The subject of labour education points to the development of human beings,and through the cultivation of human values of labour,it promotes the free and comprehensive development of human beings;the object of labour education points to the creation of labour,through which labour alienation is overcome and free labour is realised;the carrier of labour education points to the multi-dimensional space and means of labour,and the rich and free space of labour can A rich and free labour space can better promote the development of labour education,and is also an organic integration of labour means and nature.The fourth part is the alienation dilemma of labour education in primary and secondary schools in China.Under the care of Marx’s alienation theory,it is found that labour education in primary and secondary schools in China is characterised by four real-life dilemmas: alienation of ontological cognition,alienation of subject implementation,alienation of object creation and alienation of carrier selection.The alienation of ontology cognition is manifested in the simplistic cognition of the ontology of labour education in primary and secondary schools in China,which fails to fully understand the real meaning of labour;the alienation of subject implementation is manifested in the one-sidedness of the means of labour education practice in primary and secondary schools in China;the alienation of object creation is manifested in the swaying of the objective of object creation in labour education in primary and secondary schools in China,which leads to a "body-heavy" or "body-less" approach."The alienation of carrier choice is manifested in the lack of cultural carriers for labour education in primary and secondary schools in China,mainly the lack of labour education curriculum and the system of labour education evaluation system.The fifth part is an analysis of the causes of the dilemma of alienation of labour education in primary and secondary schools in China.The root causes behind the alienation of labour education in China’s primary and secondary schools are mainly the modern legacy of traditional labour concepts,the extreme distortion of utilitarianism the alienation and confusion of modern educational technology and the lack of conditions for a long-term organisational mechanism.The sixth part is a path to restore the intrinsic value of labour education in primary and secondary schools in China.With the recognition of labour value as the essence,the importance of labour education is enhanced on all fronts;with the practice of labour subjects as the means,a new model of labour education in schools,families and society is created;with the creation of labour education objects as the goal,a diversified and distinctive labour education is created through the construction of diversified forms of labour education and labour education fields of whole-body experience;with labour education carriers as the basis,a scientific The curriculum system for labour education is set up and the evaluation criteria for labour education are improved.Labour creates history,people and education,and therefore labour education is directed towards creation,not only of material wealth but also,and more importantly,of "people".Labour education is vital to human development,and its role should neither be exaggerated nor relegated to the corner of education.A correct view of labour education will help to realise its core values and promote the all-round development of human beings.