Secondary vocational education is vocational education carried out at the stage of high school education, including some vocational training after high school. Its orientation is to cultivate hundreds of millions of skilled talents and high-quality workers on the basis of nine-year compulsory education. Secondary vocational education is the main body of vocational education in China at present, which is mainly implemented by secondary vocational schools. The enrollment targets are mainly junior high school graduates and people with junior high school equivalent education. The basic academic system is mainly three years. Such schools provide students with high school cultural knowledge education, and at the same time provide vocational knowledge education and vocational skills training according to the requirements of professional posts. This kind of school determines the quality of its students, especially the basic quality, because of their characteristics. Therefore, under the great goal of cultivating all-round skilled talents for the country, educators should not only do a good job in vocational skills education, but also take strengthening students' moral education as an important task.

Keywords:: construction of moral education teachers in secondary vocational schools

1. Analysis of the present situation of secondary vocational education

(A) Analysis of the current situation of vocational education in China

1. Development and present situation of secondary vocational education in China

1866 ship administration school affiliated to Fuzhou ship administration bureau and 1867 machinery school affiliated to Shanghai Jiangnan manufacturing bureau have formed the embryonic form of vocational education in China. 1965438+In May 2007, Mr. Huang Yanpei, together with Cai Yuanpei, Liang Qichao, Zhang Jian, Song and other 48 well-known figures in education and industry, established the China Vocational Education Society in Shanghai, which initiated a new era of vocational education in China.

With the continuous development of China's socialist construction, secondary vocational education is also adjusting its teaching system accordingly, forming a relatively perfect secondary vocational education system. 2 1 century, invisible competition between countries has gradually evolved into a contest between science and technology and education. As a society and a school? Intermediate station? Secondary vocational education has its unique function and significance.

2. At present, there are four types of secondary vocational schools in China:

(1) Secondary specialized school (referred to as? Secondary school? )。 This kind of school mainly recruits junior high school graduates, with a school system of three or four years. The traditional training objects are mainly intermediate technicians, managers and primary school teachers. Since the reform and opening up, especially in recent years, the training goal has been expanded to all kinds of skilled talents.

(2) technical school. This kind of school mainly recruits junior high school graduates, with a three-year academic system, and the training target is middle and junior skilled workers.

(3) Vocational high schools (referred to as? Vocational high school? )。 This kind of school is developed on the basis of educational structure reform, and most of them are converted from ordinary middle schools. Generally, junior high school graduates enter school for three years, and some have two or four years. The training goal is similar to that of technical secondary schools and technical schools, focusing on the front-line operators in production and service.

(4) Adult secondary specialized schools (hereinafter referred to as? Adult secondary school? )。 This kind of school was developed after China's reform and opening up. The earliest orientation was to train adults with junior high school education (mainly on-the-job personnel) into secondary technical personnel. Due to the change of the situation, its enrollment targets have been mainly junior high school graduates. The academic system is two or three years.

After 2 1 century, the traditional training objectives of these four types of secondary vocational schools gradually converge, and the forms of running schools are getting closer and closer. The state has decided to gradually break departmental boundaries and promote departmental integration through reform, layout adjustment and resource integration.

(B) Analysis of the problems in secondary vocational education

1. Analysis of students and teaching status in secondary vocational schools

(1) Actual situation of students

Judging from the low scores of students admitted to vocational schools in recent years, combined with the actual situation of students after entering school, it can be said that the overall quality of students is not high. The reason for this is the following：

1) Secondary vocational schools mainly recruit junior high school graduates and some high school graduates with unsatisfactory college entrance examination results. These students have low scores in the senior high school entrance examination and college entrance examination, and their quality is poor.

From 65438 to 0999, China's secondary vocational education declined for the first time since the reform and opening up. According to statistics, the proportion of secondary vocational school enrollment in the whole high school education enrollment in China has dropped from 65438+64.7% in 1996 to 33.4% in 1999, especially from 1999 by 5.8 percentage points. In 2000, the enrollment situation of secondary vocational schools became more severe, and many vocational schools enrolled less than half of the planned enrollment. Under the severe labor market situation, technical secondary school graduates have low quality, lack of market competitiveness, conservative employment concept and difficulties in employment. So far this year, this situation has not been significantly improved. The reasons can be summarized as follows:

First of all: the parents of the only child have higher requirements for their children's educational level. Parents are eager to let their children get ahead, with a kind of? Compensation mentality? I hope my children go to college and study well.

Second: because? Have a high fever all over? With the rising temperature, the number of students in middle schools has dropped sharply. What do secondary vocational schools face in order to survive? Hungry? Situation. As long as someone signs up, they will be admitted to the school. The uneven quality of students has led to some bad phenomena, such as sleeping, fighting and skipping classes. ?

(2) Teaching situation in some schools

Vocational schools, especially a considerable number of vocational secondary schools, have some difficulties in teaching methods and teaching contents. Major? Influenced by historical reasons such as Chinese characters, it pays more attention to theoretical teaching, knowledge memory and book teaching, and it is not connected with practice enough. There are many theoretical teaching contents, insufficient vocational skills teaching and less practical teaching. While attaching importance to students' vocational skills education, it ignores the moral education of vocational school students. The reason for this is the following：

1) The guiding ideology of running a school is not correct enough. Whether the guiding ideology of running a school is correct is the primary factor that affects and restricts the quality of moral education in vocational education. Practically speaking, many school-running policies of secondary vocational schools are not very clear and correct. To sum up, they are mainly reflected in the following three aspects:

First of all, there is a lack of understanding of the great role played by professional ethics education in China's modernization drive in the past, present and especially in the future. Vocational education is regarded as an important part of education and regarded as a kind of? Sideline? .

Secondly, we regard vocational education as a stopgap measure, focusing on general education, and think that as long as the teaching quality of general education is improved, professional ethics education should be regarded as? Secondary education?

At the same time, it ignores the in-depth study of the content, methods, means, laws, nature, mode, characteristics, specialty setting, teaching materials and teaching objectives of professional ethics education, and does not pay attention to improving and improving the basic conditions of teaching.

2) Teachers can't meet the needs of vocational education.

There are dislocations and deviations in educational concepts. Its main manifestations are: only recognizing the similarity between vocational education and other education, but not recognizing the basic characteristics and particularity of vocational education, so it is accustomed to the thinking mode of general education in the past and cannot adapt to vocational school teaching; And mistakenly think that vocational education is a kind of? Irregular? 、? Low level? Education, thus reducing the requirements for their own teaching quality, ignoring the moral education for students, including professional ethics education.

? Double-qualified? Teachers are badly needed. The characteristics of vocational education require teachers not only to be proficient in professional theoretical knowledge, but also to have very skilled hands-on operation ability and technical application ability, that is, to become? Double-qualified? Teachers. Generally speaking, at present, professional teachers in secondary vocational schools are mostly from schools to vocational schools, lacking practical ability training and exercise, and it is difficult to fully meet the requirements of vocational education for skill training.