Core Viewpoint - The document emphasizes the need for comprehensive labor education in higher education, aligning with the characteristics and needs of university students, and integrating Marxist labor values into the curriculum [1][2][3] Group 1: Labor Education Implementation - Labor education should reflect the realities of modern labor environments, moving away from artificial and simulated scenarios to real professional contexts [3][4] - There is a current lack of emphasis on the Marxist labor perspective in higher education, leading to a focus on labor skills over labor values [2][5] - The integration of labor education with professional learning and career development is essential for enhancing students' career awareness and mission [4][6] Group 2: Comprehensive Development through Labor - Labor education is a complex concept that should connect with students' overall development, including moral, intellectual, physical, and aesthetic education [5][6] - The Marxist labor perspective is crucial for understanding the intrinsic value of labor and its role in personal and societal development [6][7] - Education must combine theoretical knowledge with practical labor experiences to foster a well-rounded skill set in students [7][8] Group 3: Creative Labor and Personal Narratives - Labor education should incorporate personal life narratives to enhance students' understanding of labor's role in their lives and future [8][9] - The use of narrative psychology can help students connect their labor experiences with their personal growth and identity [9][10] - Providing diverse labor practice opportunities that reflect contemporary economic and social developments is vital for preparing students for future job markets [9]

Core Viewpoint - The New Education Experiment, initiated in the early 2000s, has significantly impacted over 10,000 schools and more than 10 million teachers and students across China, particularly benefiting rural and remote areas, and serves as a model for educational reform in the country [3][9]. Group 1: New Education Experiment Overview - The New Education Experiment aims to explore paths for quality education and has been ongoing for over 20 years [3]. - It emphasizes the importance of reading and has established a reading-centered educational environment, which is considered fundamental for student development [11][20]. - The initiative has led to measurable improvements in educational outcomes, such as increased reading levels among rural students and reduced rates of myopia and mental health issues in participating regions [11][12]. Group 2: Inclusive Education Practices - The integration of special needs education, particularly for children with autism, has been a focus at schools like Tinglin Primary School, which has maintained inclusive practices for 39 years [5][6]. - The school has developed a unique model for educating children with autism alongside their peers, promoting mutual understanding and support [8][9]. Group 3: Teacher Development Initiatives - The New Teacher Fund, established by the founder of the New Education Experiment, aims to enhance teacher development through various projects, including the "Bright Teacher Class" and "New Network Teacher" initiatives [14][15]. - These programs focus on professional growth through reading, writing, and collaboration, fostering a community of educators committed to continuous improvement [15][16]. Group 4: Educational Philosophy and Goals - The philosophy behind the New Education Experiment is rooted in the belief that education should cultivate happiness and moral values, with a focus on nurturing well-rounded individuals [9][18]. - The ultimate goal is to produce students who embody the principles of hard work, humanity in science, and moral enjoyment [18].