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教育部簡報〔2021〕第41期

　　四(si)川省(sheng)成都市深入(ru)貫(guan)徹落實黨(dang)中央、國務院關于全(quan)(quan)面(mian)加(jia)強新時代大(da)中小學(xue)勞(lao)(lao)(lao)(lao)動教(jiao)(jiao)育(yu)的(de)決策部(bu)署，以全(quan)(quan)國中小學(xue)勞(lao)(lao)(lao)(lao)動教(jiao)(jiao)育(yu)實驗區建(jian)設(she)為(wei)抓手(shou)，把勞(lao)(lao)(lao)(lao)動教(jiao)(jiao)育(yu)納入(ru)人才培(pei)養(yang)全(quan)(quan)過程(cheng)，著力發揮勞(lao)(lao)(lao)(lao)動育(yu)人功能，提升學(xue)生(sheng)勞(lao)(lao)(lao)(lao)動素養(yang)，探索構建(jian)全(quan)(quan)方位支(zhi)持、全(quan)(quan)課程(cheng)融(rong)入(ru)、全(quan)(quan)社會參與(yu)、全(quan)(quan)過程(cheng)評價(jia)的(de)勞(lao)(lao)(lao)(lao)動教(jiao)(jiao)育(yu)“生(sheng)態圈”，讓勞(lao)(lao)(lao)(lao)動創造(zao)美好(hao)生(sheng)活成為(wei)每(mei)一個學(xue)生(sheng)的(de)價(jia)值追求，努(nu)力培(pei)養(yang)德(de)智體美勞(lao)(lao)(lao)(lao)全(quan)(quan)面(mian)發展(zhan)的(de)社會主義建(jian)設(she)者和接班人。

　　高(gao)站位(wei)謀劃(hua)，著力(li)構建“全域推(tui)進”落(luo)實機制。市委市政府(fu)將(jiang)勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)納入重要議事日程和全局性改(gai)革任務，將(jiang)“五育(yu)(yu)(yu)(yu)融合”作為《成都教(jiao)(jiao)育(yu)(yu)(yu)(yu)現代化2035》十大(da)工程之首，統籌推(tui)進勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)組(zu)織(zhi)(zhi)(zhi)體(ti)(ti)系、路徑體(ti)(ti)系等方面(mian)建設。市委全面(mian)深(shen)化改(gai)革委員會審(shen)議通過(guo)《關于(yu)全面(mian)加(jia)強新時代大(da)中小(xiao)學(xue)勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)的(de)若干措施》，對構建五育(yu)(yu)(yu)(yu)融合、學(xue)段貫通、市縣(xian)校(xiao)(xiao)聯動(dong)(dong)、家校(xiao)(xiao)社協同(tong)、高(gao)效(xiao)保障的(de)勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)一(yi)體(ti)(ti)化格局進行整(zheng)體(ti)(ti)設計(ji)。市委教(jiao)(jiao)育(yu)(yu)(yu)(yu)工作領導小(xiao)組(zu)定期研究勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)工作，健全由主要負責同(tong)志牽頭，集課程建設、教(jiao)(jiao)師(shi)培訓、活(huo)動(dong)(dong)指導、資(zi)源整(zheng)合為一(yi)體(ti)(ti)的(de)組(zu)織(zhi)(zhi)(zhi)架構，完善市縣(xian)校(xiao)(xiao)三級(ji)推(tui)動(dong)(dong)勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)組(zu)織(zhi)(zhi)(zhi)體(ti)(ti)系。依托13個試點(dian)(dian)區縣(xian)、94個試點(dian)(dian)學(xue)校(xiao)(xiao)，探索(suo)“試點(dian)(dian)+示(shi)范”層級(ji)推(tui)動(dong)(dong)的(de)工作模(mo)式，計(ji)劃(hua)到2025年建設100門勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)精品課程、認定100個勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)綜合實踐基地、培育(yu)(yu)(yu)(yu)100所勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)特色(se)學(xue)校(xiao)(xiao)、培養1000名勞(lao)動(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)(yu)優秀導師(shi)。

　　嚴標(biao)準(zhun)推(tui)進，著力建(jian)設(she)“融(rong)合創新”課(ke)(ke)程體系(xi)。完善整(zheng)體設(she)計(ji)。堅持(chi)五(wu)育(yu)(yu)并舉，重點補齊(qi)短板，注重通適(shi)性(xing)(xing)(xing)與差(cha)異性(xing)(xing)(xing)、規范性(xing)(xing)(xing)與靈(ling)活(huo)性(xing)(xing)(xing)相統一(yi)(yi)，結(jie)合學(xue)(xue)生(sheng)(sheng)身心發展(zhan)(zhan)特點，確(que)保安全適(shi)度，發布《成都市(shi)大中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)一(yi)(yi)體化勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)項目清(qing)單》，推(tui)動(dong)(dong)(dong)(dong)(dong)各學(xue)(xue)段勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)有效銜接。構建(jian)課(ke)(ke)程體系(xi)。開(kai)(kai)設(she)木(mu)工、扎染(ran)、陶(tao)藝、非遺等校(xiao)本課(ke)(ke)程120余門，推(tui)動(dong)(dong)(dong)(dong)(dong)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)進課(ke)(ke)表(biao)，明確(que)中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)必(bi)修課(ke)(ke)每(mei)(mei)周不(bu)少于(yu)(yu)1課(ke)(ke)時，課(ke)(ke)外勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)時間小(xiao)(xiao)學(xue)(xue)一(yi)(yi)至二(er)年級每(mei)(mei)周不(bu)少于(yu)(yu)2小(xiao)(xiao)時、其(qi)他年級每(mei)(mei)周不(bu)少于(yu)(yu)3小(xiao)(xiao)時。每(mei)(mei)學(xue)(xue)年設(she)立勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)周，組織中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)生(sheng)(sheng)到實(shi)踐(jian)基地集中(zhong)(zhong)開(kai)(kai)展(zhan)(zhan)勞(lao)(lao)模(mo)精神(shen)專(zhuan)題講座(zuo)、勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)成果展(zhan)(zhan)示等活(huo)動(dong)(dong)(dong)(dong)(dong)，集體學(xue)(xue)工學(xue)(xue)農(nong)。推(tui)動(dong)(dong)(dong)(dong)(dong)融(rong)合滲(shen)透。通過開(kai)(kai)展(zhan)(zhan)“勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)+文化”“勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)+生(sheng)(sheng)態”“勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)+志(zhi)愿服務”等融(rong)合教(jiao)育(yu)(yu)，引導學(xue)(xue)生(sheng)(sheng)積極參與學(xue)(xue)校(xiao)、社(she)區、社(she)會勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)服務，推(tui)動(dong)(dong)(dong)(dong)(dong)形(xing)成“一(yi)(yi)校(xiao)一(yi)(yi)清(qing)單，一(yi)(yi)校(xiao)一(yi)(yi)特色(se)”。金牛區、新都區等開(kai)(kai)發了《叮咚生(sheng)(sheng)活(huo)小(xiao)(xiao)鎮》《勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)綜(zong)合實(shi)踐(jian)班》《普職融(rong)通職業體驗訓練營》等課(ke)(ke)程，編(bian)制了《啟(qi)明星亮晶晶》《悅(yue)勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)》等讀(du)本，錦江區編(bian)輯出版縣(xian)域《勞(lao)(lao)動(dong)(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)指南》叢書，金堂(tang)縣(xian)、蒲江縣(xian)等開(kai)(kai)發了《鄉(xiang)村田園》《農(nong)耕園漫游》等系(xi)列(lie)課(ke)(ke)程。

　　全社(she)(she)會(hui)參與，著力拓展“多元開(kai)放”實踐(jian)(jian)(jian)場(chang)(chang)(chang)所。建(jian)(jian)好(hao)校(xiao)(xiao)(xiao)內勞(lao)動(dong)(dong)(dong)(dong)實踐(jian)(jian)(jian)場(chang)(chang)(chang)所。將(jiang)勞(lao)動(dong)(dong)(dong)(dong)場(chang)(chang)(chang)所納(na)入(ru)學(xue)(xue)校(xiao)(xiao)(xiao)建(jian)(jian)設(she)規劃，推動(dong)(dong)(dong)(dong)每所中小學(xue)(xue)校(xiao)(xiao)(xiao)建(jian)(jian)好(hao)配齊勞(lao)動(dong)(dong)(dong)(dong)實踐(jian)(jian)(jian)教(jiao)室，并賦予空(kong)(kong)間(jian)(jian)(jian)多重屬(shu)性，探索一室多用，引導中小學(xue)(xue)校(xiao)(xiao)(xiao)充(chong)分利用校(xiao)(xiao)(xiao)內屋(wu)頂(ding)、陽臺(tai)、地(di)(di)(di)下等(deng)空(kong)(kong)間(jian)(jian)(jian)，建(jian)(jian)設(she)“空(kong)(kong)中農(nong)(nong)場(chang)(chang)(chang)”“手工坊”等(deng)，開(kai)展農(nong)(nong)作物種(zhong)植、金屬(shu)工藝實體(ti)(ti)設(she)計等(deng)勞(lao)動(dong)(dong)(dong)(dong)實踐(jian)(jian)(jian)。如，地(di)(di)(di)處中心城區(qu)(qu)的(de)金牛區(qu)(qu)石筍街小學(xue)(xue)利用有限的(de)場(chang)(chang)(chang)地(di)(di)(di)和(he)空(kong)(kong)間(jian)(jian)(jian)在屋(wu)頂(ding)打造出(chu)一座3000平(ping)方米(mi)的(de)“空(kong)(kong)中農(nong)(nong)場(chang)(chang)(chang)”，讓孩子們在這里(li)體(ti)(ti)驗“春種(zhong)、夏耘、秋收(shou)、冬藏”的(de)樂趣。建(jian)(jian)好(hao)校(xiao)(xiao)(xiao)外(wai)勞(lao)動(dong)(dong)(dong)(dong)實踐(jian)(jian)(jian)基(ji)地(di)(di)(di)。推動(dong)(dong)(dong)(dong)每個(ge)區(qu)(qu)(市、縣)至少(shao)建(jian)(jian)立1所綜(zong)(zong)合(he)實踐(jian)(jian)(jian)基(ji)地(di)(di)(di)，通過(guo)普職聯(lian)辦(ban)、城鄉聯(lian)辦(ban)、校(xiao)(xiao)(xiao)社(she)(she)聯(lian)辦(ban)等(deng)方式，為中小學(xue)(xue)生提供勞(lao)動(dong)(dong)(dong)(dong)實踐(jian)(jian)(jian)場(chang)(chang)(chang)所。利用各級(ji)研學(xue)(xue)基(ji)地(di)(di)(di)、社(she)(she)會(hui)實踐(jian)(jian)(jian)教(jiao)育(yu)(yu)基(ji)地(di)(di)(di)等(deng)，建(jian)(jian)立勞(lao)動(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)實踐(jian)(jian)(jian)專區(qu)(qu)，支持學(xue)(xue)校(xiao)(xiao)(xiao)依托社(she)(she)區(qu)(qu)、場(chang)(chang)(chang)所等(deng)就近(jin)建(jian)(jian)立勞(lao)動(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)場(chang)(chang)(chang)所460余個(ge)。其中，天府新(xin)(xin)區(qu)(qu)采用“政(zheng)府統籌+企(qi)業投建(jian)(jian)+綜(zong)(zong)合(he)運(yun)營(ying)”的(de)方式，探索校(xiao)(xiao)(xiao)外(wai)勞(lao)動(dong)(dong)(dong)(dong)教(jiao)育(yu)(yu)實踐(jian)(jian)(jian)基(ji)地(di)(di)(di)建(jian)(jian)設(she)新(xin)(xin)模(mo)式;武侯區(qu)(qu)采用政(zheng)府投資、企(qi)業運(yun)營(ying)的(de)方式，建(jian)(jian)設(she)綜(zong)(zong)合(he)教(jiao)育(yu)(yu)基(ji)地(di)(di)(di);新(xin)(xin)津(jin)區(qu)(qu)依托農(nong)(nong)業博覽園，建(jian)(jian)設(she)中小學(xue)(xue)農(nong)(nong)耕實踐(jian)(jian)(jian)空(kong)(kong)間(jian)(jian)(jian)。近(jin)兩(liang)年(nian)，全市中小學(xue)(xue)生累計參與校(xiao)(xiao)(xiao)外(wai)勞(lao)動(dong)(dong)(dong)(dong)實踐(jian)(jian)(jian)225萬余人(ren)次。

　　多要素支持，著力(li)健(jian)全(quan)“安(an)全(quan)高(gao)效”保(bao)(bao)(bao)障(zhang)(zhang)(zhang)(zhang)體(ti)系。抓(zhua)好安(an)全(quan)管理(li)。完善教(jiao)(jiao)育(yu)(yu)(yu)與管理(li)并重的(de)安(an)全(quan)保(bao)(bao)(bao)障(zhang)(zhang)(zhang)(zhang)體(ti)系，建立校外勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)“三案(an)兩書一險”制度，學校開展(zhan)活(huo)(huo)動(dong)(dong)(dong)時制定活(huo)(huo)動(dong)(dong)(dong)方案(an)、風險防控預案(an)，向主管部(bu)門備(bei)案(an)，與家長(chang)、企(qi)業分別簽訂安(an)全(quan)協議書，按規定購買(mai)校方責任險，筑牢(lao)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)安(an)全(quan)“防火墻”。加強督導評(ping)估。將(jiang)縣級人(ren)民政府保(bao)(bao)(bao)障(zhang)(zhang)(zhang)(zhang)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)情(qing)況(kuang)(kuang)納入督導內容，重點對勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)開課(ke)率(lv)、保(bao)(bao)(bao)障(zhang)(zhang)(zhang)(zhang)措施(shi)(shi)等情(qing)況(kuang)(kuang)進行督導。把勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)素養評(ping)價結果作為衡量學生(sheng)全(quan)面發(fa)展(zhan)情(qing)況(kuang)(kuang)的(de)重要內容，建立學生(sheng)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)檔案(an)，形(xing)成學生(sheng)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)“數字畫像”。依(yi)托“天府市民云”、成都志(zhi)愿者APP等，讓志(zhi)愿服務處處可及、時時可做，年(nian)(nian)均(jun)覆蓋青少年(nian)(nian)志(zhi)愿者10萬余人(ren)次(ci)。建強專業隊(dui)伍。打造(zao)高(gao)校專家、教(jiao)(jiao)研員、學校教(jiao)(jiao)師(shi)、校外特(te)聘教(jiao)(jiao)師(shi)4支勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)人(ren)才隊(dui)伍，形(xing)成以(yi)專職(zhi)教(jiao)(jiao)師(shi)為主導、專兼結合的(de)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)課(ke)程實(shi)施(shi)(shi)隊(dui)伍。將(jiang)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)課(ke)教(jiao)(jiao)師(shi)納入教(jiao)(jiao)師(shi)職(zhi)稱評(ping)審范圍，保(bao)(bao)(bao)障(zhang)(zhang)(zhang)(zhang)勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)課(ke)教(jiao)(jiao)師(shi)在(zai)績效考(kao)核、職(zhi)稱評(ping)審、評(ping)優(you)評(ping)先、專業發(fa)展(zhan)等方面享有同等待遇，為勞(lao)(lao)(lao)(lao)動(dong)(dong)(dong)教(jiao)(jiao)育(yu)(yu)(yu)健(jian)康有序開展(zhan)提供堅實(shi)師(shi)資保(bao)(bao)(bao)障(zhang)(zhang)(zhang)(zhang)。