去年暑假，清华大学新开了一门夏季学期劳动教育课程。近年来，社会上关于高校劳动教育不乏质疑之 声：劳动教育是否在"没苦硬吃"。 今年授课时，课程主讲教师孙洁民直接回应："某种程度上是这样的，有些'自找苦吃'，但吃苦不是教 学的目的，而是本课程的内容。因为农业劳动、工业劳动、调查研究等，只要认真去做，多少要吃些 苦。" 这门课就是清华大学为马克思主义理论专业本科生开设的专业必修课——"现代工业系统与劳动实践"。 2024年夏季，该课程首次开课。而今年马克思主义理论专业（以下简称"马理论专业"）"3字班"（指 2023级入学。是清华大学的一种班级编号方式，末位数字代表入学年份——记者注）的学生们，是第二 批"尝鲜者"。 他们怎么理解劳动教育中的吃苦、流汗？在深入田野、工厂一线的过程中，他们对劳动者、劳动过程、 劳动意义，又有怎样新的认识？中青报·中青网记者采访多位清华马理论专业师生，一起探讨高校的劳 动教育"应有何为"。 但朱安东发现，近年来，随着我国第三产业增加值占GDP比重和人民生活水平不断提高，青年学生与工 农业生产的距离越来越远，产生不了解物质生产、不理解劳动人民的现象。 时间来到2022年，清华大学马理论 ...

Core Viewpoint - Labor education is a crucial component of the socialist education system in China, directly influencing the labor spirit, value orientation, and skill levels of future builders and successors of socialism [1] Group 1: New Quality Productive Forces and Labor Education - Traditional labor education models face significant drawbacks, falling into a "three heavy, three light" dilemma: emphasizing physical labor over intellectual creativity, focusing on skill training rather than value guidance, and prioritizing individual practice over systemic collaboration [2] - The emergence of new technologies such as "digital twins" and "human-machine collaboration" is profoundly changing the nature, content, and methods of labor, thereby reshaping the foundational logic of labor education [2] - Labor education in higher education institutions must achieve three strategic shifts: transitioning from tool rationality to value rationality, moving from a single physical space to a virtual-physical integrated scenario, and evolving from a closed educational system to an open collaborative ecosystem [2] Group 2: Innovative Models and Educational Pathways - The core of labor education lies in cultural ecology reconstruction, creating a "labor+" multidimensional education scene through "environmental empowerment, cultural immersion, and scene innovation" [3] - A "pyramid-type" curriculum matrix is proposed, consisting of a three-tiered course system: foundational general education, professional characteristics, and cutting-edge expansion, to categorize and layer labor education [4] - The establishment of a "production-education-research-application" collaborative education mechanism is essential, promoting resource sharing and complementary advantages through partnerships between universities, local governments, and enterprises [5] Group 3: Conclusion and Future Directions - Labor education must leverage technological innovation to actively reconstruct educational models while nurturing value foundations through cultural immersion [6] - A government-led mechanism is necessary to provide robust policy support and resource guarantees for labor education, with higher education institutions ensuring the quality and effectiveness of labor education [6] - Collaboration among various sectors, including enterprises and society, is crucial to create a supportive environment for labor education, ultimately contributing to the growth of new quality productive forces and the realization of the Chinese Dream [6]