“教育与生产劳动相结合”是马克思主义教育理论的重要原理和基本原则，并内在规定现代劳动教育的内涵、形式及其变革。“教劳结合”中的物质生产劳动和现代教育是历史性概念，它们的内在结合使劳动教育规定和成为现代教育的基本内涵和主要形式。在智能劳动时代，非物质劳动取代物质生产劳动的主导地位，“教劳结合”主要发展为信息化教育、交往教育、情感教育等教育形式和物质劳动与非物质劳动的“内部结合”“多元结合”“交互融合”，也就是“教劳深度融合”，产生劳动教育的“非物质劳动教育”、智能教育转向。“教劳深度融合”的劳动教育为实现生产力巨大发展、劳动解放和人的解放创造主客观条件，实现劳动主体的自我增值和经济、社会、教育创新；实现劳动自由和人的自由的统一，呈现个人自由、个性主体和公共大众的“自由全面发展”。“教劳结合”发展中劳动教育的永恒意义在于：劳育融合、劳动育人；回归劳动教育的“育人”本质；必须坚持历史唯物主义和实践唯物主义方法论。

“The integration of education and productive labor” is an important and fundamental principle of Marxist educational theory, which internally regulates the connotation, form and reform of modern labor education. The material production labor and modern education in the integration of education and labor are historical concepts, and their inherent integration decides or makes labor education be the basic connotation and main form of modern education. In the era of intelligent labor, non-material labor has replaced the dominant material productive labor. The “integration of education and labor” has mainly developed into the “internal integration”, “diversified integration”, and “interactive integration” of education such as information education, communication education, and emotional education, and material labor, non-material labor. This is also known as the “deep integration of education and labor”, resulting in a shift towards “non-material labor education” and intelligent education in labor education. The labor education of “deep integration of education and labor” creates subjective and objective conditions for achieving tremendous development of productivity, liberation of labor and the man, realizing self-improvement of labor people and innovation in economy, society, and education; achieving the unity of labor freedom and human freedom as well as presenting the comprehensive development of personal freedom, individual subject, and the mass public. The eternal significance of labor education in the development of “integration of education and labor” lies in that labor is involved in education and educating man, and returning to the essence of “educating people” in labor education while adhering to the methodology of historical materialism and practical materialism.