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教育与生产劳动相结合的思想，是毛泽东教育思想最成熟最核心的内容，这一思想的形成有两个来源，一是他早年的经历和当时一些社会名流及其社会思潮的影响；二是马克思主义的影响，从而使“工读并行”合乎逻辑地升华为“教育与生产劳动相结合”。在教育与生产劳动相结合的含义、内容、形式等方面，有其合理的现实的一面，同时也存在一定的历史局限，从而导致实践中出现一定的偏差。最突出的问题是对这种结合定位在体力劳动上，而不是劳动过程中的智力、科技要素上，这是与马克思主义的本意和社会生产力发展的趋势不完全一致的。这一点也是值得我们在理论上不断总结和反思的。
The idea of combining education with productive labor is the most mature and core content of Mao Zedong’s educational thought. There are two sources for the formation of this thought. The first is his early experience and the influence of some celebrities and social trends at that time. Second, Marxism, so that “work-study parallelism,” logical sublimation of “education and production of labor combined.” In the meanings, contents and forms of the combination of education and productive labor, it has its reasonable and realistic side as well as its historical limitation, which leads to some deviation in practice. The most prominent problem is that this combination is located on the manual labor rather than the intellectual and technological elements in the process of labor. This is not exactly in line with the original intention of Marxism and the development of social productivity. This is also worth our constant summary and reflection in theory.