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Implementation Path of College Labor Education Practice from the Perspective of "Holistic Education for All-Round Development"

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DOI: 10.23977/trance.2024.060314 | Downloads: 19 | Views: 235

Author(s)

Xiaofei Sun 1

Affiliation(s)

1 School of Applied Mathematics, Nanjing University of Finance and Economics, Nanjing, 210023, China

Corresponding Author

Xiaofei Sun

ABSTRACT

This paper takes the implementation path of college labor education practice from the perspective of "Holistic Education for All-round Development" (HEAD for short) as the research object, and explores how to promote the implementation and development of college labor education under the guidance of the concept of "all-staff, whole-process and all-round" education. First of all, the paper introduces the connotation and significance of the concept of "HEAD" and points out its guiding role in college labor education. Secondly, the paper analyzes the key influencing factors and challenges in the practice of college labor education, including students' attitude and consciousness, teachers' guidance and guidance, resource support and platform construction, social environment and recognition. Ultimately, the paper proposes a roadmap for enacting labor education in colleges, highlighting the importance of embracing the "all-staff, whole process, and all-round" educational approach. It underscores the necessity of leveraging both institutional and societal resources, pioneering innovative methods for labor education, and consistently enhancing its quality and efficacy. Through this study, the goal is to offer theoretical insights and practical directives to advance labor education practices in higher education institutions, fostering holistic student development and societal advancement.

KEYWORDS

Holistic Education for All-round Development; labor education practice; implementation path; college

CITE THIS PAPER

Xiaofei Sun, Implementation Path of College Labor Education Practice from the Perspective of "Holistic Education for All-Round Development". Transactions on Comparative Education (2024) Vol. 6: 102-110. DOI: http://dx.doi.org/10.23977/trance.2024.060314.

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