At present, there are some problems in moral education in secondary vocational schools in China, such as single teaching method, divorced teaching content from reality, closed education method, incomplete education content and biased education evaluation mechanism towards employment. The work and moral education in secondary vocational schools are consistent in value concept, referential in content and method, and complementary in implementation effect, which provides strong support for the development of social work in school moral education. According to the different problems and needs faced by students, social work can choose three social work methods: case, group and community to intervene in school moral education.

Paper Keywords secondary vocational school students; Ideological education; Responsibilities outside of daily work

Secondary vocational school students are an important part of China's minors and an important source of China's future industrial army. At present, there are more than 20 million secondary vocational school students in China, and most of them will enter the society directly and enter their careers after graduation. Therefore, the ideological and moral situation of secondary vocational school students is directly related to the labor quality and professional accomplishment of China's industrial army, and to the country and the future. Secondary vocational school is an important position of ideological and moral education, and its moral education work is the key to improve students' moral education level. In 2009, the Ministry of Education and the Central Committee of the Communist Youth League jointly issued "Opinions on Strengthening and Improving the Ideological and Moral Education of Students in Secondary Vocational Schools", which showed that the state attached importance to and strengthened the ideological and moral education of students in secondary vocational schools.

First, the problems of ideological and moral education in contemporary secondary vocational schools

With the state's emphasis on moral education, secondary vocational schools have made very important efforts in moral education and achieved achievements that cannot be underestimated. However, as China is in the period of social transformation, the rapid development and changes of society put forward higher requirements for the current secondary vocational education model and its effectiveness. In my opinion, as far as moral education in secondary vocational schools is concerned, there are mainly the following shortcomings:

(A) a single education model

The singleness of educational model is the deficiency of ideological and moral education in almost all schools in China at present. Due to the constraints of teachers, school hardware facilities, teaching concepts and other factors, ideological and moral education in secondary vocational schools is mainly realized through the teaching process of two courses and class meetings, and the educational methods are often limited to teachers' indoctrination? Talk? With students? Listen. . People's behavior is influenced by thoughts, and there is nothing wrong with paying attention to educating students ideologically. However, with the rapid development of social civilization and the gradual enhancement of students' awareness of equality and participation, we must fully consider the situation of students receiving positive education and the nature and characteristics of physical and mental development of secondary vocational students.

Closed educational method

At present, moral education places in secondary vocational schools are often limited to three-foot platforms, and there is a lack of equal communication and exchange between teachers and students. Teachers of "Two Courses" give ideological education to students in class, but there are no ways and mechanisms to realize after-class communication, no further education and guidance for students, and it is difficult to solve students' practical problems and ideological confusion. In addition, the head teacher and other teachers in charge of moral education in the school can communicate with students after class, but the moral education for students is often carried out by the way of teachers' instructions, in order to convince the education process that teachers are often authoritative, while students can only obey and accept, and there is a lack of equality, cooperation and trust between teachers and students.

(C) the content of education is not comprehensive enough

At present, in China's secondary vocational schools, ideological and political education is an important carrier of moral education, and two courses are an important way of ideological and political education, so moral education for students is mainly through? Two classes? It's done. The ideological and political course pays more attention to the cultivation of students' political quality and world outlook, but lacks the contents of students' physical and mental growth, personality cultivation and career guidance. China is in the period of social transformation, and the speed and complexity of social development have surpassed any stage experienced by China, so students are facing more and more problems and puzzles. Therefore, the educational content based solely on ideological and political education cannot meet the needs of students to solve practical problems and improve their practical ability.

(D) The education evaluation mechanism is biased towards employment.

What is employment in the evaluation mechanism of moral education? Is the horse leading the way? Ignore the quality development of students, especially the ideological and moral development.

The ideological and moral education of students in secondary vocational schools is of great significance to social development. However, moral education in secondary vocational schools is not effective and can not effectively solve students' practical problems because of its shortcomings in educational methods, educational methods, educational contents and evaluation mechanisms. Therefore, the author believes that it is imperative to explore ideological and moral education, and social work is one of its active explorations.

Second, the possibility and necessity of social work involved in ideological and moral education in secondary vocational schools

Social work originated in the western society in the19th century. After 100 years' development, social work has become a system and specialty that can cope with various problems, and has developed a series of branches, playing a unique role in many fields of society. With the development and change of society, the functional space of social work is constantly expanding. School social work practice, that is, school social work, is one of its important branches. School social work mainly applies the values, theories and methods of social work to the moral education of school students, providing them with specialized professional services to help them solve problems, improve their unfavorable situation, and better complete their studies and grow healthily. The author believes that it is possible and necessary for social work to intervene in moral education in secondary vocational schools.

(A) the possibility of participating in moral education in secondary vocational schools

Although there are many differences in theory and educational methods between social work and school moral education, the possibility of social work intervening in school moral education lies in the similarity between social work and current moral education in China.

First of all, from the short-term goal, the school's social work and moral education work are aimed at helping students solve the current difficulties and problems in life, study and thought. Secondly, fundamentally speaking, both of them aim at maintaining social harmony and promoting the happiness of social members. Although school moral education pays more attention to education, social work also has the functions of maintaining social stability, realizing social control and pursuing social harmony. In addition, both emphasize the quality of educators themselves. In social work, workers help others themselves? Tools? He must internalize the values of altruism and master basic working knowledge and skills. In ideological and political work, workers are also required to improve their ideological awareness and master basic knowledge such as learning.

(B) the necessity of social work involved in ideological and moral education in secondary vocational schools

Judging from the development of ideological and moral education in schools and the requirements of educational modernization, the intervention of social work in ideological and moral education in secondary vocational schools conforms to the triple requirements of the development of educational modernization, the self-development of ideological and moral education in schools and the weak nature of secondary vocational students.

1. The need of modernization of ideological and moral education in secondary vocational schools. From the sociological point of view, school ideological and moral education is to transform certain social ideological and moral into the education of students' individual ideological consciousness and moral quality under the guidance of the development concept. This kind of education should adapt to the development and changes of the times to meet the social requirements for talents. With the development of modernization, moral education emphasizes people-oriented and has both personal and social values. Moral education should be carried out on the basis of respecting everyone and starting from the individual of each educated person. Moral education should be the unity of personal value and social value, not based on? Social standards? Even? Political standards? As the value orientation of moral education.

2. The development of ideological and moral education in secondary vocational schools needs new exploration. The value concept and working methods of social work are helpful to improve the defects of the original ideological and moral education model in secondary vocational schools, and have positive significance for the innovation of educational concepts and methods of moral educators in secondary vocational schools. Theoretically speaking, the intervention of social work is helpful to enrich the moral education theory in secondary vocational schools and realize ideological and moral innovation. At the same time, from a practical point of view, the intervention of social work is more helpful to solve the practical problems faced by students, such as students' internet addiction, poverty, emotional problems, problems and interpersonal problems, which seriously threaten the healthy growth and study of secondary vocational school students. Due to the current lack of moral education in schools, these practical problems cannot be effectively solved. Only by applying the concepts and methods of social work to moral education can we better help secondary vocational students solve these problems, help them eliminate obstacles in the development process, enhance their social adaptability and better promote the growth and development of secondary vocational students.

3. Help the needs of disadvantaged students in secondary vocational schools. In a narrow sense, the main target of social work is the disadvantaged groups. From this point of view, secondary vocational students belong to the category of vulnerable groups: first, as far as the educational nature of China's shunt education is concerned, secondary vocational students enter vocational schools because they can't get into a good high school, so they are in a weak position psychologically and in the education system; Secondly, secondary vocational school students are minors compared with other social groups, and minors themselves are an important part of vulnerable groups; In addition, secondary vocational school students leave home to study, but the attention and care they receive are far less than those of minors such as primary and secondary school students, so they belong to vulnerable groups; Finally, the biggest task of secondary vocational school students is to complete their career planning and study and take up their jobs, but they are weaker than adults in politics, emotion and decision-making ability.

Third, the role of social work in the ideological and moral education of teenagers.

(A) the value of social work and working principles help to expand the educational concept of moral education in schools.

As a professional who takes helping others as his occupation, the development of social work practice is guided by some professional theories, concepts, values and methods of helping others. However, as far as social work is concerned, it can promote school moral education in the following aspects.

1. The empowerment value of social work. Helping clients to realize their own development is the basic function of social work, but different from other activities to help and educate people, social work respects individuals, believes that people have potential, pays attention to fully tapping people's potential, and takes personal happiness and social progress as the work goal J, that is, the empowerment value of social work. Social work not only helps customers solve immediate problems, but also enables customers to cope with challenges and pressures by solving problems and enhancing their abilities. In the process of ideological and moral education, social work attaches importance to the development of students' personal ability, helps students acquire practical knowledge and skills, and helps to cultivate students' ability to solve various problems, create spirit and develop independently, laying a solid foundation for students to step into society and take up jobs.

2. The advantage perspective of social work. The dominant perspective of social work holds that people's growth and transformation exceed people's expectations. Although some difficulties will cause harm to people during their growth, they may also become opportunities for development. In students' moral education, the advantage view emphasizes the attention to students' advantages, pays attention to the exploration and application of students' advantages, finds their own advantages and resources, and solves their own difficulties. It is believed that we should identify and make use of students' existing advantages and advantages, and make use of their existing abilities, interests and achievements to carry out moral education.

3. The overall development value of social work. Social work values pay attention to people's all-round development, which is helpful to cultivate students' political literacy, patriotic sentiment, moral concept, discipline concept and good values, improve students' mental health level, make them have noble ideological quality, good moral cultivation, perfect personality and strong social adaptability, thus improving the quality education level of future workers in secondary vocational schools in China as a whole, especially the moral education level.

4. Individualized value of social work. Individualization is a method to treat social work separately, which embodies the traditional work value of social work. Everyone is regarded as a unique and different entity and should be treated differently. This is respect for individuals. What do secondary vocational school students do? After 90? Psychologically, 80% of minors have outstanding self-awareness and distinct personality, so the application of personalized value orientation of social work in ideological and moral education can better reflect the respect for educational objects.

(B) the working process helps to integrate the school's ideological resources.

Simply put, the process of social work is the process of transferring resources, collecting, organizing and coordinating all kinds of resources and effectively transferring resources, including materials, opportunities, living conditions, good life and social relations, social support and so on. Social workers set up their own support system and service delivery system as instrumental resources to coordinate all parties, such as civil affairs departments, school authorities and various foundations. Give play to the role of the media, try to actively find, organize and effectively use these resources to provide services for the needs of students. For example, for students with family difficulties, they can contact the school to reduce subsidies or contact organizations such as foundations and civil affairs institutions outside the school to provide material assistance.

(C) The content of social work helps to improve the content of moral education in schools.

Secondary vocational school students are at the critical stage of their life development, facing the dual challenges of growth and employment. The introduction of social work into moral education in secondary vocational schools not only makes up for the shortage of moral education in secondary vocational schools, but also needs a preliminary analysis and evaluation of the needs of students in secondary vocational schools, and the work content must also be targeted around the needs of students. On the one hand, secondary vocational school students need to complete learning tasks, on the other hand, they need to complete growth tasks and career planning and development tasks. Their needs can be divided into general needs and special needs.

1. General needs and contents of social work. The general demand is for all secondary vocational school students. According to the general needs of students, social workers can mainly carry out the following tasks: help students adapt to the school environment, successfully complete their learning tasks, and avoid bad learning behaviors such as truancy and weariness; Help students coordinate interpersonal relationships with teachers, classmates, the opposite sex and parents; Help students control and deal with some negative emotions encountered by teenagers in the process of growing up, such as depression, indifference, depression, anxiety, jealousy, impatience, and large emotional fluctuations; Help students avoid some bad habits, such as smoking, drinking and fighting.

2. The special needs and contents of social work. Social workers should also distinguish between special circumstances and give students special attention and help. Special circumstances can be divided into several categories: special family environment, special students and special moments. Special family environment mainly refers to single-parent families, poor families, disabled families, prisoners' families and floating families. Special students mainly refer to students with physical disabilities, especially those with excellent or disabled learning. Special moment refers to the stage when students are faced with lovelorn, exams, employment and so on. These students not only have general needs, but also face relatively more pressure, negative emotions, bad behavior tendency and lack of social support.

Social work involved in school moral education can provide targeted services for students, especially help to integrate moral education into professional work, strengthen professional awareness, professional ideals, professional ethics and entrepreneurship education, guide students to establish a correct professional outlook, develop good professional ethics and improve their employment and entrepreneurship ability.

Generally speaking, social workers can help secondary vocational school students solve temporary difficulties, such as financial difficulties, emotional distress, behavioral deviation, academic counseling and so on. Secondly, through various professional methods and skills, we can promote students' development, integrate resources, expand growth space, tap their own potential and achieve all-round development; In addition, social work can become a bridge between students and schools, families and communities, and solve students' problems by improving the environment or striving for resources.

Fourthly, the method of social work intervening in ideological and moral education in secondary vocational schools.

Social work and moral education in secondary vocational schools are consistent in value concept, referential in content and method, and complementary in implementation effect, which provides sufficient theoretical premise for the development of social work in school moral education. At the same time, combined with the development effect of school social work in developed countries and regions, social work can intervene in school moral education according to the different problems and needs faced by students, and flexibly choose three different intermediary methods to contribute to school moral education.

(A) case social work methods

Case social work takes individuals as the object, and uses various subject knowledge and professional skills related to human development or personal development. Through the establishment and development of professional relationship, it understands individual's internal psychological characteristics and external environment according to individual's special situation and needs, so as to stimulate individual or family's potential, adjust its relationship with external environment, solve its problems and enhance social adaptability. The advantage of using case social work method to intervene in ideological and moral education of secondary vocational school students is that social work is based on professional knowledge and skills, that is, it is not based on personal experience, but on scientific professional theories and methods and skills, which is more helpful to understand the possible causes of students' internal psychology and external environment.

In fact, this is also the case in secondary vocational schools in China at present. For example, the class teacher, the secretary of the Youth League Committee and the counselor will also do it for students one-on-one. Ideological work? However, the biggest difference between this method and case work is that in the process of case social work, social workers and work objects are in a relationship of mutual respect, mutual trust and mutual cooperation, which is more helpful to mobilize students' own potential and enthusiasm and to discuss and study students' problems.

There are mainly four working modes of case social work, each of which has its own advantages and functions in dealing with different problems. Crisis intervention mode is more helpful to deal with sudden crisis among students. Task-centered model can be applied to some students' interpersonal conflicts, difficulties in role adaptation and emotional problems. ? A club? The model is helpful to relieve students' external pressure from long-term and supportive relationships and improve students' personality. Behaviorism model can correct students' thoughts and behaviors through positive and negative reinforcement and example demonstration. Generally speaking, case social work is more suitable for some students with special needs, and individual attention and help are helpful to solve students' problems and extreme behaviors.

(B) Group social work methods

As secondary vocational school students are minors, it is an important task for school moral education to make them realize socialization smoothly, and group social work can accomplish this task well. Group social work is also called group social work. Man is a group composed of society, and the group is the basic unit of human production and life. The study life of students in secondary vocational schools is completed in class groups and dormitory groups. Therefore, students and roommates in schools and dormitories have become the key subjects in the process of their socialization, which has an inestimable impact on the development of ideological and moral education for secondary vocational students. Group social work method can improve the personality and morality of secondary vocational school students and realize the overall and healthy growth of individuals.

The core of group work is that social workers purposefully organize group activities and interactions among group members. In the process of learning, observing and adapting to social expectations, group members gain positive group experience in dealing with interpersonal relationships and interpersonal problems, thus generating psychological and behavioral coup, thus helping members to restore social functions, develop their potential, and achieve the purpose of social control and socialization.

The way to carry out moral education in group work is to form students with the same or similar problems into various types of groups, such as interest groups, task groups, education groups, service and volunteer groups, socialization groups, growth groups and mutual aid groups. , providing an environment for these members to share their experiences and feelings. Through the interaction between members and social workers, we can help members to change their bad thoughts and behaviors, stimulate their interest in pursuing life, learn social norms and interpersonal skills, learn to assume appropriate social roles in social life, cultivate a sense of social responsibility, acquire life skills, adapt to the value system of the environment, and gain the acceptance of peer groups. In short, the work of the group can guide and promote the growth and all-round development of the group members by solving all aspects of their problems.

In addition, the way of class education in our school is more conducive to the development of group work, and also helps to improve class cohesion and promote good relations between students.

(C) community social work methods

Community work is a process of serving the whole community and individuals in the community and carrying out social work by using social work methods, so as to improve the individual's social consciousness and sense of social responsibility, promote mutual care in the community, meet the needs of mutual assistance and reduce conflicts. The core of social work is to solve the current problems, and at the same time, it aims at improving the ability of the clients and improving their external environment. On this basis, social work will promote the benign interaction between people and the environment. School, family and community are important factors that affect students' growth and study. The methods of community social work are mainly to connect schools and communities, to promote the coordination and cooperation among families, schools and communities, to establish good relations between students and schools, families and communities, and to help students obtain more community resources, and finally to realize the educational function of secondary vocational schools. The function of community work in secondary vocational schools can be realized through publicity and education, lectures and interaction with community residents. The development of community social work helps to contact parents, improve their educational level, coordinate the community and create a good learning atmosphere and environment.

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