从矛盾到共生：论智能化时代劳动教育资源的科技化向度

第四次工业革命的到来颠覆了人类的劳动认知与劳动形式，数字化技术、信息化技术的迅速发展对劳动教育带来巨大冲击，表现为劳动中人类主体性价值被弱化、劳动的教育性被淡化、劳动教育的时空泛在化。究其根本是因为劳动教育资源开发滞后于社会的发展。首先，劳动教育资源认知的滞后导致劳动教育开展的局限性；其次，劳动教育传统资源开发手段使得劳动教育技术落后；最后，劳动教育资源开发的内容处于“象牙塔”中，致使劳动教育与社会脱节。要将智能化时代带来的“危”转化为劳动教育发展的“机”，需聚焦劳动教育资源开发的科技化，更新概念认知、跳出惯性思维，善用大数据等方式促使劳动教育与智能技术和谐共生。

From Contradiction to Symbiosis: On the Technological Dimension of Labor Education Resources in the Era of Intelligence

The advent of the Fourth Industrial Revolution has disrupted human labor cognition and forms of labor. The rapid development of digitization and information technology have brought signifi cant impacts on the subjects of labor education, manifested by the weakening of human subjectivity in labor and the diminishing educational nature of labor, as well as the ubiquitousness of labor education in time and space. The fundamental reason for this is that the development of labor education resources lags behind social progress. Firstly, the cognitive lag of labor education resources limits the development of labor education. Secondly, traditional approaches to developing labor education resources result in outdated labor education technology. Lastly, the content of labor education resource development remains isolated, leading to a disconnection between labor education and society. To transform the "risks" brought by the era of intelligence into opportunities for the development of labor education, it is necessary to focus on the technological dimension of labor education resource development, update conceptual understanding, break free from inertia thinking, utilize big data, and promote the harmonious symbiosis of labor education and intelligent technology.