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 - Tsinghua University has introduced a labor education course aimed at enhancing students' understanding of labor through practical experience in agricultural and industrial settings, addressing the disconnect between students and the realities of labor in modern society [1][2][10]. Group 1: Course Objectives and Structure - The course "Modern Industrial Systems and Labor Practice" is a mandatory course for the Marxist Theory major, designed to provide students with a comprehensive understanding of labor through direct engagement in industrial settings [1][3]. - The course consists of three main components: theoretical learning, labor practice, and enterprise visits, allowing students to connect theoretical knowledge with real-world labor experiences [6][7][8]. - The course aims to cultivate a deeper understanding of the labor process, moving beyond superficial knowledge to a more profound appreciation of the complexities of modern production [3][10]. Group 2: Educational Philosophy and Rationale - The course is rooted in the educational philosophy of cultivating well-rounded individuals who understand the importance of labor in society, as emphasized by national educational policies [2][11]. - There is a recognition that traditional labor education in universities has been lacking in depth and professional relevance, necessitating a more integrated approach that combines theory with practical experience [10][11]. - The course seeks to bridge the gap between students and the realities of labor, fostering a sense of empathy and understanding towards workers and the labor process [2][3][11]. Group 3: Student Experiences and Insights - Students participating in the course reported significant shifts in their understanding of labor, moving from abstract concepts to tangible experiences that highlight the challenges faced by workers [6][7][9]. - The hands-on labor practice component allows students to engage directly with the physical demands of industrial work, leading to a greater appreciation for the labor involved in production [7][9]. - Feedback from students indicates a desire for more extensive labor practice experiences to deepen their understanding of industrial labor processes [10][11].