本科教学评估背景下《劳动教育》课程教学改革的思考

Reflections on the Teaching Reform of the “Labor Education” Course under the Context of Undergraduate Teaching Evaluation

摘要: 教育部于2021年启动实施的新一轮普通高等学校本科教育教学审核评估，将劳动教育学时纳入必选定量指标，并以学生中心、产出导向和持续改进审视人才培养质量。职业本科教学工作合格评估进一步考察劳动清单、过程性评价、综合素质档案及校内外评价，使《劳动教育》课程面临从课时落实向育人成效检验的转变。本文以职业本科院校为主要观察对象，依据劳动教育政策、评估指标和课程运行逻辑，对课程定位窄化、校企协同资源不足、评价证据单薄等问题作类型化分析，提出共建真实劳动项目与跨界教学团队、实施与岗位任务相衔接的进阶式项目教学、建立多主体参与的增值评价与持续改进机制。三方面改革共同指向劳动价值观、技术技能、职业精神和创新实践的贯通，使课程目标、教学活动、学习成果与评价证据形成对应关系，为评估背景下职业本科劳动教育的内涵建设提供参考。

Abstract: In 2021, China’s Ministry of Education launched a new round of the Review and Evaluation of Undergraduate Education in Regular Higher Education Institutions, which incorporates labor education credit hours as a mandatory quantitative indicator and employs student-centered, outcome-oriented, and continuous improvement approaches to assess the quality of talent cultivation. The Qualification Assessment for Vocational Undergraduate Teaching further examines labor-related lists, process-based evaluations, comprehensive competency portfolios, as well as both internal and external evaluations, thereby marking a transition for the “Labor Education” course from merely fulfilling credit hour requirements to demonstrating actual educational outcomes. This paper focuses on vocational undergraduate institutions as its primary research subjects, drawing upon labor education policies, evaluation indicators, and curriculum operational logic to conduct a typological analysis of issues such as overly narrow course positioning, insufficient collaboration between universities and enterprises, and weak evaluation evidence; it proposes reforms—including the joint development of authentic labor projects and cross-disciplinary teaching teams, the implementation of progressive project-based teaching aligned with specific job tasks, and the establishment of a multi-stakeholder participatory value-added evaluation and continuous improvement mechanism. These three reform dimensions collectively aim to integrate labor values, technical skills, professional spirit, and innovative practice, thereby establishing a clear correspondence between course objectives, teaching activities, learning outcomes, and evaluation evidence, thus providing a reference for the substantive development of labor education in vocational undergraduate programs within the context of this evaluation framework.