Research And Practice Of Integrating Labor Education Into High School History Teaching

Labor is the bedrock of social growth and the engine of historical progress.However,in the long river of historical growth,the world repeatedly disregarded work and the worth of laborers,and the history of misery and struggle of the lowest-paid employees was also forgotten by accounts of the great accomplishments of emperors,generals,and ministers.China has always put a high priority on labor education,from the formation of the People’s Republic of China to today’s entry into a new era;yet,with the fast growth of the economy,materialism and hedonism are popular,and ill labor conceptions are pervasive.Workers need to satisfy higher requirements in the new century,which included not just professional and fundamental labor skills,but also a high degree of internal labor literacy.As a result,it is important to establish reasonable labor values.In response to national needs,the new high school history curriculum requirements contain further guidelines for blending high school history instruction within labor education.The primary objective of adding labor education into history studies is to strengthen the educational goal of cultivating values and humanity.History teachers should consider how to use the typical labor factor of laborers as a guide for cultivating morality and cultivating people in history teaching so that students can establish proper labor concepts,values,and rights,cultivate their fundamental labor literacy and labor spirit,and achieve the goal of labor education in a subtle and silent way,to cultivate students into fully developed individuals.The paper explores the integration of labor education into high school history teaching.The major body is divided into five chapters,which are as follows:The first chapter explains the related concepts of labor and labor education,and discusses the theoretical basis for integrating labor education into high school history teaching from three aspects: the Marxist labor concept,the labor education concept in the modern information society,and the theory of Educational psychology and history pedagogy.The second chapter expands on the importance and practicality of integrating labor education into high school history teaching.For starters,there are clear requirements for labor education in ordinary high school history curriculum standards,and the cultivation of core historical literacy cannot be separated from the support of labor education;labor education can meet the needs of students’ comprehensive development while also facilitating the realization of humanistic values in history education.The necessity of integrating labor education into high school history teaching is obvious.Second,because of the quantity of labor education resources contained in high school history textbooks,as well as Core competences in the area of history and the labor education philosophy being interlaced and strengthening one another,it is able to include integrate labor education into high school history teaching.The third chapter examines the current situation of labor education in high school history instruction using surveys and teacher interviews,as well as analyzing the questionnaire and interview data.Although there have been some successes in the implementation of labor education in secondary schools today,there are still issues such as students’ inadequate understanding of labor,some teachers’ rigid approaches to incorporating labor education,and only one type of organized labor practice activities.Based on an analysis of the investigation’s current stage,the fourth chapter provides recommendations for implementation guidelines and a strategy for integrating labor education into high school history teaching with workers as the entry point.To begin,employing workers as the cornerstone for labor education in historical teaching necessitates adhering to three principles: being people-oriented,scientific,and merging theory and practice.Secondly it was also proposed that instructors use historical textbooks to focus on labor groups and show pupils the genuine circumstances of workers in history as well as the humanistic care they got.It was also required to evaluate notable personalities in order for students to feel the beneficial work spirit and patriotic spirit of laborers;and to establish appropriate practical settings during instruction in order to nurture students’ creative labor.The fifth chapter puts into action a teaching technique based on theoretical concepts and an execution strategy.The fifth topic,"Industrial Revolution and Factory System," in the second required course,"Economic and Social Life," was optional in the unified edition of the history textbook for senior high schools.Discover historical characters and curricular criteria that may be used in the course to integrate and arrange the requirements to meet the goal of introducing labor education into the teaching of history.