大连教育学院学报

基于冷冉先生的情知教学理念，针对新时代劳动课程中劳动实践与价值体认割裂的困境，构建“课前—课中—课后”全链条高中劳动课程体系。课前锚定素养与情知共生目标，课中以六环节项目教学推动情知阶梯交融，课后借力校家社联动与动态档案追踪，延伸实践场域，固化终身品格，实现劳动核心素养从工具性技能向终身性品格的跨越，为新时代劳动课程提质增效提供理论参照与实践范式。

Drawing upon Mr. Leng Ran's emotional-cognitive teaching philosophy, and taking the dilemma of division between labor practice and value recognition in contemporary labor courses into account, we construct a comprehensive strategy system covering pre-class, in-class and post-class stages for high school labor courses. Before class, we anchor goals of competency development and emotional-cognitive integration. During class, we employ six-phase project-based teaching to facilitate emotional-cognitive integration. After class, we can leverage school-family-community collaboration and dynamic portfolio tracking to extend practical learning field and solidify lifelong character traits. This approach facilitates the transformation of labor core competencies from instrumental skills to enduring personal qualities, thereby providing both theoretical reference and practical paradigms for enhancing the quality and effectiveness of labor education in the new era.