党的十八大以来，习近平总书记立足新时代新征程，对劳动教育作出一系列重要论述。在此基础上，中共中央、国务院印发了《关于全面加强新时代大中小学劳动教育的意见》，要求贯通大中小学各学段劳动教育。大中小学劳动教育一体化的重要性毋庸置疑，然而如何理解、怎样推进大中小学劳动教育一体化目前尚未形成共识。研究以跨学段的新视角展开，既有对马克思主义劳动教育思想的历史回顾，又有对大中小学劳动教育的现实分析；既从架层面建构大中小学劳动教育一体化体系，又明确了加强大中小学劳动教育一体化的路径。厘清内涵是大中小学劳动教育一体化研究的前提。研究从劳动、劳动教育等概念入手，深入阐析大中小学劳动教育一体化的内涵，纵向上打造有机衔接的育人链条，横向上构建精准贯通的育人体系，横纵一体探索家校社协同育人格局。对大中小学劳动教育一体化进行理论溯源和现实审视是开展研究的依据。在理论溯源上，马克思主义经典作家提出教育与生产劳动相结合促进人的全面发展，奠定研究的理论基石；中国共产党主要领导人在革命、建设与改革中形成了丰富的劳动教育思想，在研究中发挥举旗定向作用；中华传统文化中蕴含的劳动教育思想是研究独具特色的本土资源。在现实审视上，研究运用调查研究的实证方法，以北京市大中小学学生、家长和教师为调研样本，整体理清、科学分析、全面检视大中小学劳动教育的现状。目前大中小学劳动教育一体化取得了一定成效，但在实践中仍出现许多问题，如教育目标忽视价值观培养、内容衔接贯通不足、课程缺乏统筹规划等，导致大中小学劳动教育一体化陷入表面化、碎片化、简单化、形式化、空心化等困境。以此为基础，提出大中小学劳动教育一体化应注重目标内容的连续性、劳动课程的系列性、劳动资源的协调性、评价系统的全面性。推动大中小学劳动教育一体化有效实现是研究的最终落脚点。从顶层设计层面，研究系统阐述大中小学劳动教育的基本理念，建构递进式目标体系和贯通式内容体系，不仅明晰了劳动教育的总体目标和内容，更规划了大中小学各学段的劳动教育目标和内容。从具体操作层面，研究探索劳动教育一体化的创新策略，强调在发挥课堂主渠道作用的基础上，一体化设计劳动教育课程，形成学校主导、家庭尽责、社会支持的三方联动育人格局，有效发挥多渠道实践育人作用，建立可持续发展的多元评体系，打造增益时代新人全面发展的“劳动教育+”育人路径。

Since the 18th Party Congress, General Secretary Xi Jinping has made important remarks on labor education based on a new journey in a new era. The importance of integrating labor education in primary, secondary and tertiary schools is undoubted, yet there is no consensus on how to understand and promote the integration of labor education. The study is conducted from a new perspective of cross-school education, with a historical review of Marxist labor education ideas and a realistic analysis of labor education in the new era; a theoretical elaboration of the construction of an integrated system of labor education in primary, secondary and tertiary schools, and a clear path to strengthen labor education in primary, secondary and tertiary schools.Clarifying the connotation is the premise of the study on the integration of labor education in primary, secondary and tertiary schools. This study starts from the concepts of labor and labor education, and deeply analyzes the connotation of the integration of labor education in primary, secondary and tertiary schools, vertically builds an organically connected education chain, horizontally constructs a precise and coherent education system, and horizontally and vertically improves the cooperative education pattern of families, schools and communities.The theoretical traceability and realistic examination of the integration of labor education in primary, secondary and tertiary schools are the basis for the study. In terms of theoretical tracing, the classical writers of Marxism put forward the idea of combining education and productive labor to promote all-round development of human beings, which laid the theoretical cornerstone of the study; the main leaders of the Communist Party of China formed a rich ideology of labor education during the revolution, construction and reform, which plays the role of flag-raising and orientation in the study; the ideology of labor education embedded in the excellent Chinese traditional culture is the unique local resources of the study. In terms of reality review, the study uses the empirical method of survey research, taking students, parents and teachers of Beijing‘s schools and colleges as research samples, to clarify, scientifically analyze and comprehensively review the current situation of labor education in schools in the era. At present, the integration of labor education in primary, secondary and tertiary schools has achieved certain results, but many problems still appear in practice, such as the neglect of quality cultivation in education objectives, insufficient content articulation and coherence, and the lack of integrated planning of curriculum, which lead to the integration of labor education in schools and universities into a superficial, fragmented, simple, formal and hollow dilemma. The integration of labor education in primary, secondary and tertiary schools should focus on the continuity of target contents, the series of labor courses, the coordination of labor resources, and the comprehensiveness of evaluation system.To promote the effective realization of the integration of labor education in primary, secondary and tertiary schools is the final point of the studyl. At the level of overall theoretical construction, the study systematically analyzes the basic concepts of labor education in primary, secondary and tertiary schools, and constructs a ladder-type goal system and a coherent content system, which not only clarify the overall goals and contents of labor education, but also plan the goals and contents of labor education for each school section in primary, secondary and tertiary schools. At the level of concrete operation, it researches and explores innovative strategies of labor education integration, plays the role of the main channel of classroom teaching, integrates the design of labor education curriculum, promotes the full education of school, society and family in a tripartite linkage, comprehensively promotes multi-channel education practice, establishes a diversified evaluation system for sustainable development, and forms the "labor education+" education path.