【摘要】 新时代劳动教育是全面发展教育体系的重要组成部分，但在实践中却偏离马克思主义劳动观的育人初衷，陷入技能化、形式化与知行分离的实施误区。从认识论来看，身心二元论的理论桎梏、技能习得与价值生成的错位以及“先知后行”的思维定式是劳动教育实施偏差的认识论根源。为疏解此困境，需对劳动教育的实践认识论进行重建，重塑具有“感性认知”的劳动主体，营建回归“感性生活世界”的劳动场域，厘定立足“真实劳动”的行动逻辑。依据马克思主义实践认识论，新时代劳动教育变革需构建以具身实践为核心的课程体系，打造多元协同的劳动生态，并建立全面成长导向的劳动素养评价机制，以实现学生劳动素养的全面提升。更多还原

【Abstract】 Labor education in the new era constitutes an essential component of the comprehensive development education system. In practice, however,it has deviated from the original educational intent of the Marxist view of labor,falling into execution pitfalls characterized by over-skilled orientation,formalism,and the separation of knowledge from action. From an epistemological perspective, the theoretical shackles of mind-body dualism, the misalignment between skill acquisition and value generation,and the ingrained mindset of “knowledge preceding action” serve as the epistemological roots of these implementation deviations in labor education. To resolve this dilemma,it is imperative to reconstruct the practical epistemology of labor education. This entails reshaping labor subjects endowed with “sensuous cognition,” building labor environments that return to the “sensuous life-world,” and defining an action logic grounded in “authentic labor.” Guided by Marxist practical epistemology,the reform of labor education in the new era requires constructing a curriculum system centered on embodied practice,forging a multi-collaborative labor ecosystem,and establishing a comprehensive growth-oriented evaluation mechanism for labor literacy,thereby achieving an all-around enhancement of students’ labor literacy.更多还原