Abstract:

As an important component of China's traditional farming culture, rice cultivation culture holds unique practical value and educational significance in primary and secondary school labor education. Zhejiang Province has established a preliminary educational foundation that includes curriculum content, campus paddy fields and other practical venues, and multi-stakeholder collaboration. However, there are still prominent issues such as fragmented curriculum systems, insufficient professional capacity among teachers, and lack of sustainability in venue operation. Integrating rice cultivation culture into labor education can promote the curricular integration of this cultural resource through interdisciplinary thematic learning, based on existing textbook content, thus achieving a deep combination of knowledge and practice. Agricultural science bases can be developed into continuous labor learning spaces that cover the entire rice growth cycle, guiding students to take on multiple roles at different stages of crop development, and fostering core competencies through immersive practice. At the same time, by building a stable collaborative education network, integrating resources from various parties, and consolidating educational synergy, it is possible to provide professional support and sustainable guarantees for the orderly advancement of rice cultivation culture education.

Key words: rice cultivation culture, labor education, project-based learning, interdisciplinary teaching, collaborative education

摘要：

稻作文化作为中国重要的农耕文化资源，在中小学劳动教育中具有独特的实践价值与育人功能。浙江省目前已形成由课程内容、校园稻田等实践场域及多主体协作构成的初步教育基础，但仍存在课程体系碎片化、师资专业能力不足、场域运行缺乏持续性等突出问题。将稻作文化融入中小学劳动教育，可在现有教材内容的基础上，通过跨学科主题学习推动其课程化整合，实现知识与实践的深度融合；可将农科基地打造为贯穿稻作全周期的持续性劳动学习空间，引导学生在稻作生长的不同阶段承担多重角色，在沉浸式实践中培育核心素养。同时，通过构建稳定的协同育人网络，整合多方资源、凝聚育人合力，可为稻作文化教育的有序推进提供专业支撑与可持续保障。

关键词: 稻作文化, 劳动教育, 项目式学习, 跨学科教学, 协同育人