First, the status quo and problems of professional ethics education in secondary vocational schools

In recent years, with the demand of the market, the enrollment scale of secondary vocational schools is expanding day by day, and the position of secondary vocational students in socialist construction is becoming more and more important, and the market demand for skilled workers is increasing. At present, although many schools have set up the course of "Professional Ethics" separately, the problems of who should attend, what to attend and how to be good have not been solved. The author has been teaching in secondary vocational schools for many years and found that there are still many problems in professional ethics education in secondary vocational schools. Mainly in the following aspects:

(A) the teaching concept is backward and not forward-looking.

Some schools and teachers unilaterally believe that as long as they have skills, they don't need to learn any professional ethics. Even if we want to talk about professional ethics, it is also the responsibility of ideological and moral teachers and student managers, and we have not established the consciousness of educating all staff. Only regard professional ethics education as a special classroom activity, there is no all-weather education consciousness, and there is no concept of "all-round education, all-round education and whole-process education". Educating people under this concept will easily lead to the low moral quality of vocational education students, and it will lead to the "shortage of skilled workers" and "difficult employment" in society in a big way, so it is not too difficult to understand.

(B) monotonous teaching content, lack of practicality.

In actual teaching, most teachers teach professional ethics in the form of lectures, and the content of teaching materials is the main teaching content and theoretical. The teaching content is monotonous and boring, and the teaching is not to students' appetite. However, it should not be overlooked that teachers in other disciplines only take it as their responsibility to complete teaching tasks, and the content of teaching materials only involves skills, and rarely involves moral education. Moreover, when assessing, it is more about assessing skills and rarely assessing moral education. Therefore, apart from teachers and class teachers who specialize in professional ethics, other courses rarely involve moral education. Therefore, such a teaching situation makes some students mistakenly think that professional ethics education is ideological and political education, and they are not interested in professional ethics education.

(3) The teaching method is backward and there is no innovation.

Most of the professional ethics courses in vocational schools, especially in secondary vocational schools, are taught by teachers of basic culture courses. In the past, these teachers mainly received theoretical education and lacked working experience in enterprises. Therefore, in teaching, the main performance in the classroom is from opinions to cases, and classroom indoctrination is carried out according to textbooks. Students' learning is also a way from theory to theory. As a result, what teachers teach and students learn leads to professional ethics education becoming a mere formality. Lively courses have become a burden for students to simply memorize. There are many vivid cases in enterprises and society, but they can't go to the podium and communicate directly with students face to face. Students can't leave school and lack opportunities to participate in practice and extend to enterprises and society.

"Whole-person education, whole-process education and whole-process teaching education", innovating moral education classroom, reforming evaluation system, turning morality into virtue, bringing discipline teaching activities, class management activities, students' learning activities and students' daily life into the management of school moral education system, and integrating moral education into daily learning life to improve the effectiveness of moral education. This is a powerful magic weapon to solve the problem of professional ethics education in secondary vocational schools.

Second, secondary vocational schools to carry out effective ways of professional ethics education

(1) Change ideas, innovate classroom teaching and realize the unity of moral education and intellectual education.

First of all, we should change the view that moral education is a moral education worker or a class teacher and break the traditional classroom teaching. Transform classroom teaching with the concept of activity, and make theoretical classroom teaching active according to the requirements of activity moral education. Let students improve their moral cultivation, form good behavior habits and be lifelong moral practitioners in independent, free and conscious activity design, participation and practice. Students can tell stories, discuss cases and give speeches to complete classroom teaching. They can even take students out of school, go to enterprises, museums and revolutionary sites to learn about enterprises, occupations and society, and have a forward-looking understanding of the code of conduct that should be followed in professional activities, so that occupation and morality can be closely integrated to help students succeed. Secondly, bold innovation in specialized courses requires not only skills but also moral education. For example, in the course of automobile maintenance, the placement of tools and the cleaning of experimental sites should be regarded as moral education points and important contents of professional skill assessment. In order to realize the internal unity of moral education and intellectual education and jointly achieve the educational goal of professional ethics.

(2) Quantify civilization, turn virtue into virtue, and cast students' lifelong quality.

Moral education is a systematic and complex project, which can standardize students' daily behavior and improve their quality through the "civilized quantitative scoring table". At the beginning of each semester, the school should let students in all classes participate in the design of the scoring table by combining ten virtues (clothing virtue, food virtue, sleeping virtue, conduct virtue, oral virtue, filial piety virtue, class virtue, social virtue, network virtue and dangerous virtue). These projects can be divided into four categories (attendance, discipline, health, activities and others). Attendance is divided into absenteeism, personal leave, sick leave, leaving early and being late; Discipline is divided into gfd, talking in class, playing with mobile phones, contradicting student cadres, swimming in the morning without reason, and repairing at night. Health is divided into classroom health, dormitory health and public health. Activities refer to participating in community activities, sports meetings and learning from Lei Feng. Civilization quantitative assessment is divided into basic points, plus points and MINUS points, plus points and MINUS points are carried out according to regulations and corresponding grades. Organize students to carry out the activity of "reaching the standard of civilization", set up a civilization supervision post, carry out the inspection and evaluation of reaching the standard of civilization, check and evaluate it every day, publish the scores on the bulletin board of the class, and commend and criticize it every week. At the end of the period, the score of civilization quantification is recorded in the report card, which is also the basis for evaluating "three good students", "outstanding student cadres", "honest students", "minor moral fashion award", "learning from Lei Feng" and "military training model". Turning virtue into virtue, let moral education penetrate into every corner of students' study and life, and cast students' lifelong excellent quality.

(C) Community activities, parallel teaching, to achieve the perfect unity of public morality and personality morality.

The requirements of moral education are often universal, and they are the requirements of ideological, political and moral norms that everyone should abide by within a certain range. Therefore, it is necessary to have centralized and unified campus cultural activities for most people, and at the same time, analyze different situations according to different characteristics of different people's ideological conditions, hobbies and abilities, and carry out diversified campus cultural activities to create a good external environment for professional ethics education, give full play to the function of environmental education, and promote the formation of students' professional ethics. In order to meet the individual needs of students, schools can establish various social organizations, such as volunteer service teams, school etiquette teams, prestige gongs and drums teams, street dance clubs, basketball associations, taekwondo associations and other social organizations to develop students' potential in other dimensions except logical thinking. Let like-minded students get together, study together, make progress together, give full play to their talents, enrich their spiritual life, and let them regain their confidence and experience the joy of success. Schools can take seven or eight classes a day as the time for community activities. In order not to become a mere formality, club activities are parallel to teaching classroom management, and talent scores can replace credits as a weak subject. Evaluate students from multi-dimensional perspectives, improve their comprehensive quality and ideological and moral cultivation, and realize the perfect unity of students' public morality and personality morality.

(D) Work-study combination, expand the social practice of professional ethics, so that students can realize the integration of knowledge and practice.

Professional ethics is a highly role-oriented and practical morality, which can only be realized in professional ethics training and practice. Only by letting students know, experience and feel professional ethics in practice can they develop good professional ethics habits. The teaching mode of "combining work with study, four in one" in Huizhou Commercial School provides objective conditions for students to carry out professional ethics practice education. Through the production practice of combining work with study, students are instilled with the value consciousness of enterprises, so that students can establish correct professional ideals, develop good professional consciousness and professional behavior habits, and practice excellent professional style and strong organizational discipline concept. In addition, the combination of work and study has also changed many students' bad behavior habits, so that they can basically achieve the training goal of professional quality when they graduate. Those students who usually study lazily or even play around have a brand-new mental outlook, their behavior habits have been adjusted, their personal image has been reshaped, and the binding force of corporate culture has gradually emerged in them. Through strict management, students' behavior can be effectively regulated, so that they can form a habit, and this regulation can be internalized into their own moral accomplishment, infiltrated into their thoughts, and transformed into practical actions of loving their posts and dedication. Make students realize the importance of good professional ethics to corporate image and even survival in practice, and make students achieve the unity of knowledge and practice.

In short, in the teaching of vocational schools, the skills teaching of secondary vocational students is really important, but the teaching of professional ethics can not be ignored. Schools should "grasp with both hands and be hard with both hands", and neither can be neglected. In teaching, cultivate students to become skilled, moral and disciplined young people in the new era.