幼儿接受劳动教育的目标不仅在于提升其劳动技能，更在于培养其正确的劳动认知和概念，从而激发其对劳动的热情，为形成优良的劳动习惯奠定基础。在当前我国学前教育改革不断深化的背景下，如何有效地加强幼儿园的劳动教育成为了一项重要任务。作为幼儿游戏生活中不可或缺的一部分，区域活动的自主性特征有助于顺利开展和实施幼儿园劳动教育，基于幼儿园区域活动的实际情况，运用观察法和访谈法，以K市B园为观察对象，挑选幼儿园大班教师为访谈对象，以对劳动教育在幼儿园区域活动中的现状和问题进行了全面深入的探究，并结合已有经验和幼儿园区域活动的基本情况，对其进行了详尽的分析。从整体层面来看，目前我国部分地区的幼儿园区域活动开展了一定程度的劳动教育，但仍然存在很多亟待解决的问题。如幼儿园教师对幼儿的劳动教育的认知不够全面和深入，对区域活动开展劳动教育的意识淡薄，幼儿的劳动机会不足，以及在劳动教育过程中缺乏与家长和幼儿园的合作等因素。因此，基于上述研究成果，建议在幼儿园实施劳动教育的四个策略包括：提高区域活动劳动教育意识，完善区域活动劳动教育保障机制，扩大区域活动劳动教育机会，建立更加完善的家长学校合作支撑体系，促进区域活动中劳动教育的广泛应用。

The goal of labor education for young children is not only to improve their labor skills, but also to cultivate their correct cognition and concept of labor, so as to stimulate their enthusiasm for labor and lay the foundation for the formation of good labor habits. In the context of the deepening reform of preschool education in China, how to effectively strengthen labor education in kindergartens has become an important task. As an indispensable part of children's play life, the autonomous feature of area activities helps to carry out and implement kindergarten labor education smoothly. Based on the actual situation of kindergarten area activities, using observation method and interview method, we used K city B kindergarden as the observation object and selected kindergarten older class teachers as interviewees in order to conduct a comprehensive and in-depth investigation on the current situation and problems of labor education in kindergarten area activities, and Combined with the existing experience and the basic situation of kindergarten regional activities, a detailed analysis was conducted. At the overall level, labor education is currently carried out to a certain extent in the area activities of kindergartens in some areas of China, but there are still many problems that need to be solved. Factors such as kindergarten teachers' lack of comprehensive and in-depth knowledge of labor education for young children, weak awareness of labor education carried out in area activities, insufficient labor opportunities for young children, and lack of cooperation with parents and kindergartens in the process of labor education. Therefore, based on the above research results, four strategies for implementing labor education in kindergartens are suggested including: raising awareness of labor education in regional play activities, improving the guarantee mechanism of labor education in area activities, expanding labor education opportunities in area activities, establishing a more complete support system for parent-school cooperation, and promoting the wide application of labor education in area activities.