首先，育人观念的转变，在中学劳动教育中，教师加强劳动教育的指导，不能简

First of all, the change in the concept of educating people. In middle school labor education, teachers’ strengthening of the guidance of labor education cannot simply be recognized as the education of students’ labor skills. The main purpose is to cultivate students’ labor concepts in the process of labor education. , Correctly understand labor, respect labor results, and respect laborers, so that students can develop correct labor concepts. <br>(2) Second, a correct concept of teacher-student relationship should be established. When carrying out labor education from the height of comprehensive practical activities, it is necessary to handle the relationship between students' independent practice and effective guidance by teachers. The role of teachers should be reflected in the "introduction" aspect, rather than in the "teaching" aspect. In the "teaching" model, the relationship between teachers and students is always unequal. Teachers are superior. In labor education, it is not equivalent to the teaching of cultural knowledge. If authority is used to rigidly stipulate what students should do and what should not be done, It will only arouse disgust from students. But as long as we strengthen the education work of “introduction” and fully respect the labor process of students, when students find that there are problems in their labor, they should not be forcibly accused, but should be guided step by step to enable students to correctly understand labor and complete labor tasks step by step. At the same time, they found their own shortcomings, improved them, and improved their labor literacy.

First of all, the change of the concept of educating people, in the middle school labor education, teachers strengthen the guidance of labor education, can not simply be recognized as the education of students' labor skills, the main purpose is to train students' labor concept in the process of labor education, correct understanding of labor, respect for labor results, respect for workers, so that students develop a correct labor concept.<br>(2) Secondly, we should establish a correct view of teacher-student relations. When carrying out labor education from the height of comprehensive practice activities, we should deal with the relationship between students' independent practice and teachers' effective guidance. The role of teachers should be reflected in the "introduction" aspect, not in the "teaching" aspect. In the "teaching" model, the relationship between teachers and students is always unequal, teachers are high, in labor education, is not the same as the transfer of cultural knowledge, if the authority to rigidly stipulate what students should do, what not to do, will only cause students' disgust. However, as long as we strengthen the "introduction" of education, full respect for the students' labor process, when found that there are problems in the students' labor, can not be forced to blame, but should be guided step by step, so that students correctly understand the labor, complete the labor task in a orderly way, while finding their own shortcomings, improve, improve their labor quality.

First of all, the change of education concept. In the middle school labor education, teachers should strengthen the guidance of labor education, which can not be simply recognized as the education of labor skills for students. The main purpose is to cultivate students' labor concept, correctly understand labor, respect labor achievements, and respect workers in the process of labor education, so as to cultivate students' correct labor concept.<br>(2) Secondly, we should establish a correct view of the relationship between teachers and students. When carrying out labor education from the height of comprehensive practice activities, we should deal with the relationship between students' independent practice and teachers' effective guidance. The role of teachers should be reflected in the "guidance" aspect, not in the "teaching" aspect. In the "teaching" mode, the relationship between teachers and students is never equal. Teachers are superior to each other. In labor education, it is not equal to imparting cultural knowledge. If the authority is used to rigidly stipulate what students should and should not do, it will only arouse students' disgust. However, as long as we strengthen the education of "guiding" and fully respect the students' labor process, when we find that there are problems in the students' labor, we should not force criticism, but guide them step by step, so that students can correctly understand the labor, complete the labor tasks step by step, discover their own shortcomings, and improve their labor quality.