After entering the new era of socialism with Chinese characteristics, a large number of schools have achieved fruitful results in labor education. However, due to the progressive and embodied nature of cultivating labor literacy, there are currently problems in China's labor education, such as a lack of systematic and collaborative learning between different stages in China. Moreover, due to the limitations of time and space barriers and stage objectives, it is diffi cult to comprehensively implement integrated labor education across different stages without scientifi c planning. Based on the theory of educational systems, this study focuses on the characteristics of labor education in each stage of study in China, which extends hierarchically in structure and emphasizes knowledge and skills while maintaining orderly coupling. It is suggested that labor education in each stage of study should always meet the intrinsic needs of students and the laws of their physical and mental development. By focusing on the real-life situations of students' lives and learning in various stages, labor knowledge dissemination and practical teaching should be based on students' individual foundations, gradually improving their labor literacy, thus effectively breaking through the temporal and spatial barriers of labor education. At the same time, a regional school community can be established by advancing vertically and cooperating horizontally, comprehensively depicting the longitude and latitude of integrated labor education.