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勞動(dòng)教育通論 版權(quán)信息
- ISBN：9787121487934
- 條形碼：9787121487934 ; 978-7-121-48793-4
- 裝幀：平塑
- 冊(cè)數(shù)：暫無
- 重量：暫無
- 所屬分類：>>
勞動(dòng)教育通論 內(nèi)容簡介
本書堅(jiān)持以馬克思主義勞動(dòng)觀為指導(dǎo)，將勞動(dòng)文化融入勞動(dòng)教育體系之中，以人文精神涵養(yǎng)當(dāng)代大學(xué)生的勞動(dòng)情懷，注重勞動(dòng)文明的傳承發(fā)展，進(jìn)一步豐富新時(shí)代勞動(dòng)教育的內(nèi)涵。本書包含上篇、中篇、下篇。上篇主要體現(xiàn)馬克思主義勞動(dòng)觀的核心內(nèi)容。中篇以中國古代優(yōu)秀傳統(tǒng)文化中的勞動(dòng)精神為內(nèi)核，涉及勞動(dòng)育人、勞動(dòng)詩詞歌賦、家風(fēng)中的勞動(dòng)精神傳承等內(nèi)容。下篇主要從社會(huì)發(fā)展層面，講述勞動(dòng)形態(tài)的發(fā)展演變，以及勞動(dòng)發(fā)明與勞動(dòng)創(chuàng)造對(duì)社會(huì)發(fā)展的積極作用，還有隨著數(shù)字勞動(dòng)、智能勞動(dòng)的興起，未來勞動(dòng)形態(tài)的創(chuàng)新發(fā)展等。本書注重理論與實(shí)踐相結(jié)合，將勞動(dòng)文化傳承與勞動(dòng)育人原理相結(jié)合，在教材設(shè)計(jì)及實(shí)際應(yīng)用中強(qiáng)化實(shí)踐教學(xué)，引導(dǎo)學(xué)生通過手腦并用的方式加深對(duì)勞動(dòng)的理解，鼓勵(lì)學(xué)生通過具體的勞動(dòng)實(shí)踐，在身體力行中成為勞動(dòng)的主體，從而增強(qiáng)勞動(dòng)育人的實(shí)效性和持久性。本書適合作為普通高等學(xué)校勞動(dòng)教育的通識(shí)必修課教材。
勞動(dòng)教育通論 目錄
緒論 新中國成立以來的勞動(dòng)教育 ················································.1
**節(jié) 社會(huì)主義革命時(shí)期勞動(dòng)教育的孕育初塑（1949—1956 年） ···3
一、新中國成立初期勞動(dòng)教育的探索 ···································3
二、社會(huì)主義革命時(shí)期勞動(dòng)教育的特點(diǎn) ································5
第二節(jié) 社會(huì)主義建設(shè)時(shí)期勞動(dòng)教育的實(shí)踐探索（1956—1978 年） ···6
一、結(jié)合新形勢(shì)確立新的教育方針 ······································6
二、堅(jiān)持“兩條腿走路”的辦學(xué)方針 ···································7
三、推行半工半讀，探索“兩種制度” ··································7
四、落實(shí)“八字方針”穩(wěn)步發(fā)展勞動(dòng)教育 ·····························8
第三節(jié) 改革開放和社會(huì)主義現(xiàn)代化建設(shè)時(shí)期勞動(dòng)教育的創(chuàng)新發(fā)展（1978—2012 年） ····························9
一、改革開放時(shí)期的勞動(dòng)教育 ············································9
二、新世紀(jì)初期的勞動(dòng)教育 ············································.10
第四節(jié) 中國特色社會(huì)主義新時(shí)代勞動(dòng)教育的完善確立 （ 2012 年至今） ······················.11
一、勞動(dòng)教育納入學(xué)生核心素養(yǎng)之列 ································.12
二、勞動(dòng)素養(yǎng)成為評(píng)價(jià)學(xué)生的重要指標(biāo) ·····························.12
三、勞動(dòng)教育列入“五育”重新取得獨(dú)立地位 ····················.12
思考與實(shí)踐 ·······································································.14
上 篇
**章 勞動(dòng)與勞動(dòng)觀 ·······························································17
**節(jié) 勞動(dòng) ····································································.19
一、勞動(dòng)的含義 ···························································.19
二、勞動(dòng)的特征 ···························································.20
三、勞動(dòng)的分類 ···························································.21
**節(jié) 社會(huì)主義革命時(shí)期勞動(dòng)教育的孕育初塑（1949—1956 年） ···3
一、新中國成立初期勞動(dòng)教育的探索 ···································3
二、社會(huì)主義革命時(shí)期勞動(dòng)教育的特點(diǎn) ································5
第二節(jié) 社會(huì)主義建設(shè)時(shí)期勞動(dòng)教育的實(shí)踐探索（1956—1978 年） ···6
一、結(jié)合新形勢(shì)確立新的教育方針 ······································6
二、堅(jiān)持“兩條腿走路”的辦學(xué)方針 ···································7
三、推行半工半讀，探索“兩種制度” ··································7
四、落實(shí)“八字方針”穩(wěn)步發(fā)展勞動(dòng)教育 ·····························8
第三節(jié) 改革開放和社會(huì)主義現(xiàn)代化建設(shè)時(shí)期勞動(dòng)教育的創(chuàng)新發(fā)展（1978—2012 年） ····························9
一、改革開放時(shí)期的勞動(dòng)教育 ············································9
二、新世紀(jì)初期的勞動(dòng)教育 ············································.10
第四節(jié) 中國特色社會(huì)主義新時(shí)代勞動(dòng)教育的完善確立 （ 2012 年至今） ······················.11
一、勞動(dòng)教育納入學(xué)生核心素養(yǎng)之列 ································.12
二、勞動(dòng)素養(yǎng)成為評(píng)價(jià)學(xué)生的重要指標(biāo) ·····························.12
三、勞動(dòng)教育列入“五育”重新取得獨(dú)立地位 ····················.12
思考與實(shí)踐 ·······································································.14
上 篇
**章 勞動(dòng)與勞動(dòng)觀 ·······························································17
**節(jié) 勞動(dòng) ····································································.19
一、勞動(dòng)的含義 ···························································.19
二、勞動(dòng)的特征 ···························································.20
三、勞動(dòng)的分類 ···························································.21
展開全部
勞動(dòng)教育通論 作者簡介
韓作生，男，漢族，1966年1月生，山東曹縣人，中共黨員，研究生學(xué)歷，管理學(xué)博士，教授，博士研究生導(dǎo)師。現(xiàn)任山東管理學(xué)院黨委副書記、院長。 主要從事管理科學(xué)與工程學(xué)科的教學(xué)科研工作及高等教育管理工作，發(fā)表論文20余篇，主持和參與省級(jí)以上科研、教研項(xiàng)目14項(xiàng)，出版著作、教材15部，其中主編山東省高校統(tǒng)編教材2部，獲省級(jí)教學(xué)成果獎(jiǎng)2項(xiàng)。
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