近年来，劳动教育的相关政策大量出台，学界关于劳动教育的研究日益丰富，学校层面也越来越重视劳动教育实践。然而劳动教育在培养人的劳动素养方面效果并不尽如人意，这个问题在某种程度上是价值取向的偏差导致的，即现实的劳动教育过于看重工具主义价值，在很大程度上忽视了劳动教育更为本体性的育人价值。基于此，本研究在唯物史观的指导下，采用哲学思辨的方式，对劳动教育工具化的表现、成因以及超越路径等方面进行了学理上的分析。

本文分为三个部分展开阐述。

第一部分研究劳动教育工具化的表现、原因和去工具化的可能。工具化体现在劳动教育“培养全面的人”的本体目标被“为劳动而教”的现实功能代替，机械重复的教育手段取代实践变革的路径，以及工具理性宰制人的生活、压制价值理性。原因包括技术理性的意识形态化，抽象劳动作为抽象统治的中介，以及生活世界的沉沦。劳动教育去工具化的可能在于人因自由自觉而存在，发挥主体的自由意志是人的天性，因此劳动教育具有复归人性的需要，而充满意义的生活世界则是劳动教育的意义之源。

第二部分研究生活世界的劳动教育意蕴。生活世界具有多重性，包括日常生活世界、现实生活世界和理想生活世界等。在不同维度的生活世界中劳动有不同的表现和意义，劳动教育也有不同的发挥空间。整合不同维度的生活世界可以发现其完整意义，进而挖掘出对于劳动教育的指引，包括坚持以“不伤害”为前提的善好价值和遵循以“自由自觉”为目的的实践原则。在此基础上，学生才能通过劳动显现本己存在，包括在本质直观中体验，意向性地实践和运用整全的身体。

第三部分试图探索劳动教育对生活世界的回归之路。首先通过悬置异化劳动及表象世界、在多重生活世界中认识人、以人之名弥合世界来找回生活世界的完整性。然后立足完整生活进行劳动教育，包括培养有人性的劳动者、批判性地认识劳动，投入有意义的劳动。最后，在劳动教育中尝试过一种理想生活，立足人的主体意志开展劳动教育，教师和学生以自由人的形式开展合作的同时，全身心地享用劳动。

In recent years, a large number of policies related to labor education have been issued, the research on labor education in the research community has become increasingly rich, and the school level has paid more and more attention to the practice of labor education. However, the effect of labor education is not satisfactory. To some extent, this problem is caused by the deviation of value orientation, that is the labor education in practice paying too much attention to the value of instrumentalism and ignoring the more ontological educational value of labor education to a great extent. Based on this, under the guidance of historical materialism, this study makes a theoretical analysis on the performance, causes and transcendence path of the instrumentalization of labor education by means of philosophical speculation.

This paper is divided into three parts.

The first part studies the performance, reasons and the possibility of getting rid of instrumentalization of labor education. Instrumentalization is reflected in the ontological goal of "cultivating comprehensive people" in labor education instead of the practical function of "teaching for labor", the mechanical and repeated means of education instead of the path of practice and change, and the technical rationality dominates people's life and suppresses humanistic spirit. The reasons include ideology of technological rationality, abstract labor as the intermediary of abstract rule, and the decline of life world. The possibility of getting rid of instrumentalization of labor education lies in that people exist because of freedom and consciousness. It is human nature to give full play to own free will. Therefore, labor education returns to the needs of human nature, and the meaningful life world is the source of the significance of labor education.

The second part studies the meaning of labor education in the life world. The life world has multiplicity, including daily life world, real life world and ideal life world and so on. In the life world of different dimensions, labor has different expressions and meanings, and labor education also has different space to play. Integrating the life world of different dimensions can find its complete meaning, and then dig out the guidance for labor education, including adhering to the good value with "Do no harm" as the premise and following the practical principle with "free and consciousness" as the purpose. On this basis, students can show their own existence through labor, including experiencing in the essential intuition, practicing intentional and using the whole body.

The third part tries to find out the return of labor education to the life world. Firstly, the integrity of the life world can be found by suspending the alienated labor and the objective world, understanding people in multiple life worlds, and bridging the world in the name of people. Then carry out labor education based on a complete life, including cultivating human workers, critically understanding labor and investing in meaningful labor. Finally, live an ideal life in labor education, by carrying out labor education based on people's main will, cooperating in the form of free people, and enjoying labor wholeheartedly.