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On the teaching method reform of professional ethics education in higher vocational colleges
On the teaching method reform of professional ethics education in higher vocational colleges

Paper Keywords: professional ethics education teaching method reform

With the development of China's contemporary social economy, the market demand for high-quality, high-comprehensive and advanced applied talents is more and more urgent, and high-quality vocational education and teaching are imminent, and professional ethics education is the basis for cultivating high-quality talents. Through teaching practice research, it is found that only by properly adjusting the current professional ethics teaching content, making it close to reality and changing the current teaching methods can we fundamentally play a role in cultivating the comprehensive ability and quality of higher vocational students.

For the graduates of higher vocational colleges, whether they are qualified for the post after employment, whether they can play their due abilities and realize their social value depends not only on their mastery and application of the professional knowledge and skills they have learned, but also on their sense of responsibility and integrity in dealing with work organizations. Therefore, professional ethics education should be regarded as an important part of ideological and moral education in higher vocational colleges. However, for a long period of teaching time, teachers always defined professional ethics as a kind of knowledge infusion education, supplemented by practical teaching, which led to many disadvantages. In the teaching process, teachers only pay attention to the theoretical knowledge of professional ethics, and students' enthusiasm for participating in education is not high, and the educational effect is not obvious. In the teaching process, the relevant means and approaches of classroom education are relatively simple, and the word "professional ethics" cannot leave a deep impression on students' minds. In this regard, exploring effective teaching methods of professional ethics education in higher vocational colleges is the key to solve the problem of improving students' professional ethics quality.

First, reform professional ethics education and strengthen the cultivation of professional ethics behavior.

Professional ethics behavior training, that is, in the process of professional work, according to the unified basic norms of professional ethics and the special needs of the industry, carries out planned and orderly behavior training and practical activities training for students, so that students can develop excellent professional ethics and dynamic behavior habits in the learning process. According to previous teaching experience, in order to achieve the expected effect through behavior training, we should focus on the following two tasks:

First of all, the classroom teaching mode should be flexible and practical. First of all, in the process of classroom teaching, teachers should talk as little as possible about theoretical and ideological content, and should spend more classroom teaching time on cultivating students' actual professional ethics and behavior. Secondly, relevant training should be carried out in the college-level training office. Whether it is basic skills, professional knowledge and skills or professional ethics, the training center plays an important role in the students' training process. In addition, the role of the Student Affairs Office and the Youth League Committee in the education and cultivation of students' professional ethics can not be ignored, because these units are related to students' daily life and study, and their work attitude has a subtle influence on students. In addition to classroom teaching practice, the daily supervision and inspection of colleges, youth league branches, student unions and other organizations is also very important for the cultivation of students' ideological and moral education. We should give full play to the role of student cadres at all levels in the school, start with students' daily life, standardize students' ideological and moral norms, and then cultivate students' professional ethics.

Second, the training methods should be novel and practical. Vocational quality education and training methods need to be arranged according to the actual school environment, students' international situation and the needs of specific occupations. Generally speaking, the training methods should not only combine the students' professional characteristics, but also design practical and effective specific methods based on the principles of flexibility, diversity and bold innovation. For example, in the process of classroom study and practical work training, managers should be good at observing and discovering various problems existing in students' professional ethics and behavior, and correct them at any time, and conduct corresponding targeted behavioral activities training on a regular basis. For another example, in the process of simulation training, students are required to play professional roles stipulated in various training tasks, and find their own shortcomings and correct them by personally experiencing the social value, expected psychology and behavioral requirements of the roles.

Two, the introduction of behavior-oriented teaching method in the reform of professional ethics education

Professional ethics comes from workers' sense of responsibility for their work. Obviously, a careful understanding of your work is an effective prerequisite for achieving full responsibility for your work. Behavior-oriented teaching is a kind of teaching activity that designs, operates and evaluates the vocational education system according to the specific actions contained in a vocational activity, the external conditions needed to complete each specific action and the internal adjustment mechanism of the operators themselves. In the process of teaching activities, students participate in the action process of task design, operation, inspection and evaluation of professional activities through purposeful and systematic learning methods, and finally acquire a series of theoretical knowledge and operational skills needed to complete related professional activities.

In the process of professional ethics education in higher vocational colleges, behavior-oriented teaching method can be introduced. In the learning process, students find problems, design solutions to problems, and learn practical skills and corresponding theoretical knowledge by connecting with actual work tasks. In this learning process, teachers can design a series of questions according to some specific case studies. For example, "What would you do if it were you?" "What's your comment on this behavior?" "If you are against this, what is your reason?" "If you insist on doing this, what's your opinion to support your behavior?" Wait a minute. This teaching method focuses on guiding students to have a more detailed understanding of their professional environment, so as to be more fully responsible for their own work and cultivate professional ethics from the perspective of professional skills.

Third, the reform of professional ethics education combined with social practice activities.

With the continuous development of the times and the continuous opening of society, the subjective personality of contemporary college students is also constantly being publicized, and the value orientation is also constantly showing a diversified trend. Personality publicity makes them develop a mode of thinking, and only through what they have actually experienced can they have real recognition and internalization. Professional ethics education should achieve practical efficiency and make students' comprehensive education from psychology to behavior effective. It is difficult to achieve the expected goal without organizing various practical activities related to professional ethics.

As for specific practical activities, various novel and feasible activities can be adopted. For example, teachers can organize students to visit and study on the spot, and make full use of the resources of relevant local vocational colleges to visit and study in practical work. Through practical visits, students can understand the future working environment and prepare for their careers. After the visit, teachers can organize students to visit relevant excellent vocational colleges and summarize the corresponding investigation reports. The fundamental purpose of this activity is to improve students' professionalism, sense of responsibility, service attitude and work etiquette, so as to improve their comprehensive professional ethics.

For another example, teachers can also organize students to carry out a series of social service activities, lead students out of the campus to the society, and use their professional knowledge and skills to provide a series of free help to people with related needs. This kind of unpaid social service is a disguised test of students' professional knowledge. Through free service, we can not only realize our own lack of professional knowledge, but also fully cultivate our sense of social responsibility.

In addition, it can also effectively strengthen students' collective work consciousness and social dedication. In addition, teachers can also organize students to conduct targeted and orderly social investigation visits after class. The survey targets are mainly some local enterprises and institutions related to students' careers. The teacher provides detailed requirements such as the purpose, process and relevant precautions of the activity, and the rest of the work is done by the students themselves. This activity helps students to enhance their professional ethics awareness and encourages them to develop good professional ethics behavior habits from the perspective of onlookers.

To sum up, to make students' professional ethics education achieve results and breakthroughs, we must combine the actual situation, in addition to teaching with actual professional work, but also encourage students to participate in practical activities organized by schools or teachers. Through a series of educational and teaching activities, students' understanding of ideological and professional ethics has been greatly improved, and their moral qualities such as high sense of responsibility, honesty and kindness have been gradually improved in the activities, so that they can gradually have good professional ethics and comprehensive ability needed for social development.

References:

[1] Jiang Guangting, Zhou. On the infiltration of enterprise culture in vocational education [J]. Ladies and gentlemen, 20 10, (16).

[2] Liu Shanglian and others have constructed a framework of professional ethics education with a core, two orientations and three approaches [J]. Ladies and gentlemen, 20 1 1, (17).

[3] Zhu Yan et al. Analysis of the current situation and countermeasures of humanities education in higher vocational colleges [J]. Youth years, 20 10, (12).

[4] Sun Jin. On how to mold the reading ability of higher vocational students [J]. Journal of changchun university of science and technology, 20 1 1, (09).

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