First, the teaching method is single.
The teaching method of professional ethics education in secondary vocational schools is relatively simple, which ignores the subjectivity of students' professional ethics education. In China's secondary vocational schools, professional ethics education is mainly carried out through classroom teaching of professional ethics courses, and more importantly, professional ethics education is infiltrated through classroom teachers. There are few professional ethics education in the form of entertainment activities, special lectures and reports with professional ethics as the theme. At the same time, in the classroom, teachers only pay attention to the teaching of professional ethics knowledge and code of conduct, and rarely organize students to discuss. The students taught in this way lack understanding and internalization of the content of professional ethics, and lack practical cognitive ability and analytical judgment ability, which makes many students feel that it is difficult to distinguish good from bad things and they are at a loss when encountering some phenomena and problems.
Second, the teaching content lacks contact with industries and enterprises.
Professional ethics includes general professional ethics and industry professional ethics. However, the survey shows that only 9.8% of professional ethics education is aimed at their major or the industry they will be engaged in. 90.2% of professional ethics education is limited to general professional ethics education, and professional ethics education in the industry is rarely involved. Its concrete manifestation is that 80.2% students don't know whether their major has a unified professional ethics code promulgated by the state, which leads to students' inability to understand the professional ethics code and specific requirements in time.
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Third, the structure of teachers is unreasonable.
The common problem in the structure of professional ethics teachers in vocational schools in China is that the number of full-time professional ethics teachers is small or there are no full-time professional ethics teachers, and professional ethics education courses are generally held by political teachers and administrative personnel. At the same time, it is also found that many teachers' educational concepts are outdated, and the dignity and self-esteem of being a teacher still exist, lacking democracy, equality and respect for students.
Many teachers lack in-depth research on students' professional ethics education; Most teachers have not mastered advanced teaching methods. These phenomena have affected the normal implementation of professional ethics education to a certain extent.
Fourthly, the evaluation method is simple.
In secondary vocational schools, the professional ethics course is to evaluate students' professional ethics with examination papers, that is, the school mainly uses examination papers to evaluate students' professional ethics. There are major defects in this evaluation method: attaching importance to knowledge examination and ignoring ability and behavior evaluation; Pay attention to written evaluation and despise the diversity of evaluation methods: pay attention to teachers' personal evaluation and despise teachers' comprehensive evaluation in other disciplines; Attach importance to the evaluation of educators and despise the independent evaluation of educatees.
Professional ethics education is the main content of ideological and political ethics education. Strengthening professional ethics education, enhancing students' professional awareness, enabling students to establish correct professional ideals and develop good professional habits are the specific contents of strengthening vocational education in vocational schools. How to strengthen professional ethics education?
First, the course of professional ethics and employment guidance is the theoretical basis and necessary prerequisite for cultivating students' professional ethics in practice. Vocational schools should incorporate professional ethics education into the key teaching content, so that students can systematically learn the basic knowledge of professional ethics, understand the professional ethics norms, and gradually establish a correct professional outlook. In order to achieve this goal, we have selected teachers with good political quality, high professional ethics and strong professional ability as vocational education teachers, and determined the content and focus of professional ethics education. The content of professional ethics education in China is divided into two parts, namely, the content that meets the moral requirements of various professional activities and the content that embodies the special moral requirements of specific industries. This is convenient for students to contact the characteristics of their own majors and deepen their understanding of professional ethics. In classroom teaching, we have changed the teaching method of pure theoretical indoctrination, but combined with social reality and students' existing conditions, we have adopted various forms of teaching, such as "introduction with examples", "special discussion" and "centralized teaching", so that students can talk about problems in combination with their own reality and greatly improve their ability to distinguish right from wrong. Practice has proved that this teaching method is not only welcomed by students, but also plays the leading role of teachers and the main role of students. This is an effective way to carry out professional ethics education.
Second, practical teaching is an inevitable choice for schools to carry out professional ethics education.
As we all know, students will not become more honest because the teacher tells him that society needs honesty, nor will they better abide by professional ethics because they have mastered systematic professional ethics knowledge, nor will they have a deeper understanding of the significance embodied in the situation that teachers can judge right and wrong without thinking. Classroom teaching always leads to the lack of professional ethics education, teachers have no sense of accomplishment, and students are not interested, which affects the teaching effect. Therefore, practice plays an important role in cultivating students' professional ethics. So how does practical teaching play a role in the formation of students' professional ethics? The organic combination of professional ethics education and industry requirements is the main content and direction of current professional ethics education. Only when students feel, experience and exercise in professional practice can they form excellent professional ethics. Strengthening practical training is not only the need of professional practical training in vocational schools, but also an essential key link in the process of professional ethics training. In the process of practice, it is necessary to create an atmosphere of enterprise production activities and train students in strict accordance with the requirements of enterprises. We can simulate the training place as an enterprise production workshop, and divide the students' practice groups according to the enterprise team, so as to truly make students like apprentices, teachers like masters, and training places like workshops. In this way, students' professional ethics will gradually form in the process of practice. Adhere to the "professionalism" of professional ethics and the "integration of knowledge and practice" of professional ethics education, so that students can deepen their recognition of professional ethics in the practice process, thus internalizing it into their own habits.
Thirdly, enterprise practice is the fundamental way to enhance the pertinence of professional ethics education.
Vocational education has the characteristics of industry and enterprise. Therefore, to strengthen the pertinence of professional ethics education in vocational schools, we must strengthen the practice of industry enterprises. Strengthen the professional ethics education during students' internship, so that students who practice in the next enterprise cannot go with the flow. Some schools let students find their own internship units, and the school does not manage the internship process, let alone pay attention to the improvement of students' professional ethics during this period. To this end, it requires schools to cooperate with enterprises, fully understand the professional ethics of industries and enterprises, and increase contact with society and enterprises. In the process of contacting and inspecting enterprises, schools should arrange students' relevant practical activities, so that students can know the ethics and specific requirements of their future careers in time. In the process of evaluating students' professional ethics, we should also learn from the evaluation standards of enterprises and make roughly equal evaluations of students in schools and enterprises. It can be seen that enterprise practice is the fundamental way to enhance the pertinence of professional ethics education.
Fourth, combine advanced learning with improving professional ethics. As the saying goes, the power of example is infinite. First of all, encourage students to establish good professional ethics through the deeds of outstanding graduates. Secondly, we also combine professional ethics education with students' good behavior. A classmate found an ID card, a small bag, which contained a subsistence allowance and a receipt for hospitalization expenses of more than 30,000 yuan, and returned it to the owner. We will use his appearance to publicize and commend and organize students to discuss. Students are required to write their own experiences according to their own professional characteristics and inner reality, so as to stimulate students' moral feelings and professional sentiments and make them resonate ideologically, thus achieving the purpose of improving the effect of professional ethics education.
Hard work pays off. Because of insisting on paying close attention to professional ethics education from practice, being close to students and being flexible, it broke the theoretical model of relying solely on classroom indoctrination, won the favor of students and achieved satisfactory results.