【摘要】 囿于身心二元论的知识观偏见，劳动教育存在弱化、虚化、泛化等现象，其困境在于劳动课程“知识空心化”的症结，将劳动工具化，导致劳动价值异化的教育悖论。基于身心统一的认识论，劳动课程核心素养的生成在于实践性知识和默会性知识为根基的内化、升华机理，这是由劳动活动中知识的实践存在属性和具身认知理念所决定的。为此，知识理念视域的劳动课程，应遵循知识与劳动共生的育人逻辑；践行知识生成性的“做中学”活动逻辑；扎根知识个人性的具身学习逻辑。更多还原

【Abstract】 Restricted by the prejudice of dualistic views of mind and body, there are phenomena such as weakening, trivialization, and generalization in labor education. The dilemma lies in the crux of the“hollowing out knowledge”in labor curriculum, which turns labor into tools and leads to the educational paradox of labor value alienation. Based on the epistemology of body-mind unity, the generation of core competencies in labor curriculum hinges on the internalization and sublimation mechanisms rooted in practical knowledge and tacit knowledge, which are determined by the practical existence attribute of knowledge and embodied cognitive concepts in labor activities. Therefore, from the perspective of knowledge, the labor curriculum needs to follow the educational logic of the coexistence of knowledge and labor; practice the activity logic of“learning by doing”of knowledge generation, and root in the embodied learning logic of personalized knowledge.更多还原