Secondary vocational education aims at vocational skills and students' employment, and moral education in secondary vocational schools is an important course to improve students' professional quality and professional ethics. Therefore, in order to enhance students' interest in moral education, guide students to change from passive listening to active learning and process participation, and improve students' thinking ability, innovation ability, hands-on ability and team writing ability, the author believes that moral education in secondary vocational schools must change teachers' "indoctrination" teaching concept, change the traditional classroom teaching based on preaching, and thus build a new practical and experiential teaching model.

First, the concept of teaching reform

1, Student-oriented Teaching Concept For a long time, the teaching design and teaching mode of moral education in secondary vocational schools have been relatively rigid. Teachers pay attention to the completion of curriculum standards and tasks, but pay insufficient attention to students' physical and mental characteristics, growth environment characteristics and moral development characteristics. Secondary vocational school students are usually frustrated in their previous educational experience, but they have strong abilities in other aspects. Some students are left-behind children since childhood, lacking care. Some students have been taken care of by grandparents or relatives since childhood, lacking the sense of discipline. In view of these characteristics of secondary vocational school students, moral education teachers should change their concepts, fully respect students, have an equal dialogue with students, give them full care and establish their self-confidence.

2. Competency-based teaching concept Moral education courses in secondary vocational schools should take cultivating students' general ability as the basic teaching concept, guide philosophical and economic theory analysis to improve students' thinking ability, improve students' knowledge application ability through legal case analysis, improve students' self-psychological adjustment ability through group psychological counseling, improve students' interpersonal communication ability and organization and coordination ability through group project assignments, and improve students' information collection ability and modern technology application ability through on-site demonstration.

3. Career-oriented teaching philosophy Moral education teachers should guide students to know themselves, society and careers, and strive to strengthen students' ability of career choice, career planning, entrepreneurship, professionalism and professional ethics, so as to lay a foundation for students to correctly evaluate themselves, choose careers and adapt to professional posts as soon as possible when they graduate.

Second, the construction of a new model of teaching reform

1, the implementation of the thematic teaching mode, the moral education task of the first-year students in secondary vocational schools is mainly to guide students to change from general education for the purpose of entering higher schools to vocational education for the purpose of employment, and to cultivate their collective life adaptability, autonomous learning ability, self-management ability, anti-frustration ability, legal concept and professional concept [2]. The moral education task of senior two students is mainly to establish a correct outlook on life and values for students and cultivate their sense of social responsibility and collectivism. The moral education task of students in grade three is mainly to cultivate students' employment ability, professional ethics, professional accomplishment and entrepreneurial spirit. According to the different psychological characteristics and growth needs of students of all grades in secondary vocational schools, it should be said that the content of moral education should be integrated into the new thematic teaching mode.

2. Construct a new idea of constructivist moral education classroom with teachers as the leading factor and students as the main body. Learning is the process of students' self-knowledge construction, and learning is the cognitive process of students' giving full play to their subjective initiative. We should establish a set of "teacher-led, student-centered" teaching mode, so that students can fully participate in the teaching process. For example, students can be allowed to show their own themes, that is, teachers can guide students to choose a meaningful, in-depth and easy-to-operate theme, so that students can collect materials and make PPT in groups, and then give speeches on stage in turn and initiate discussions with their classmates.

3. Implementing the teaching method of combining theoretical teaching with practical teaching If moral education can be combined with students' practice and make them feel practical and happy in practice, then moral education will be a very popular course. For example, some exhibition activities about "career planning" can be carried out, so that students can clearly understand their career planning in the whole process of the competition and improve their comprehensive ability in this process.

Third, the changes of the assessment methods of teachers in secondary vocational schools.

1, Graded assessment bonus Due to the limitation of teachers' career establishment in secondary vocational schools, teachers' basic salary income is stipulated and guaranteed by the state, and salary income cannot be the pressure of curriculum reform. However, each school has its own discretion on teachers' bonus income, and can implement a gradient bonus system, which does not allocate bonuses according to qualifications, but according to the effectiveness of curriculum reform and work performance. For example, the number and quality of prize-winning in open classes, the number and quality of course leaders, the number and quality of excellent course construction, the number and quality of lectures and the number and quality of special seminars can all be used to assess the bonus level of teachers. In order to enhance the attractiveness of bonuses to teachers, secondary vocational schools also need to increase the proportion of bonuses in teachers' overall income.

2. By introducing teachers' evaluation methods, students have the most say in the effectiveness of teachers' curriculum reform. Schools can start the anonymous student evaluation system on the campus network platform, and incorporate various ways of curriculum reform into the sub-projects of teaching evaluation, so that students can decide the total score of teachers, and take the total score of teachers as an important weight index of teachers' bonus level. In order to urge students to participate in teachers' evaluation of teaching, it can be stipulated that students must carefully complete teachers' online evaluation of teaching before the final exam of each semester, otherwise they will not be eligible to take the final exam. In a word, the teaching effectiveness of moral education in secondary vocational schools needs to be improved urgently, and the participation and efforts of schools, teachers, students and even the whole society are needed to cultivate professionals with high professional quality. The moral education curriculum in secondary vocational schools needs to be reformed in depth, which can help secondary vocational schools to improve the society's views and prejudices about students' "three excesses" (more bad habits, more surfing the Internet, more fooling around) and "three excesses" (poor learning interest, poor learning ability and poor subject concept), and at the same time improve students' ideological and moral and professional quality, so as to achieve the purpose of "educating people" in vocational schools.

References:

[1] Wang, on moral education curriculum reform in secondary vocational schools [J], educational exploration, 2011(1): 38-39,

[2] Pan Lili, exploration and research on the implementation of moral education courses in secondary vocational schools by grades [J], Educational Theory and Practice, 2008(S 1):78,

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