Moral education and humanistic quality education in secondary vocational schools complement each other and penetrate each other. It can not only teach students the methods and skills of doing things, but also enable secondary vocational school students to master the philosophy of life suitable for the development of contemporary society. Their ultimate goal is to realize the all-round and healthy development of students. Next is the excellent teacher's ethics education paper I compiled for you, hoping to help you.

Abstract: In today's era, the social competition is increasingly fierce, and the employment pressure faced by secondary vocational school students is also increasing. Therefore, in the teaching process of secondary vocational education, we should not only pay attention to improving students' professional skills, but also pay attention to cultivating students' humanistic quality. On the basis of analyzing the present situation and existing problems of humanistic quality education in moral education in secondary vocational schools, this paper puts forward some strategies to strengthen humanistic quality education in moral education in secondary vocational schools, so as to enhance the vocational competitiveness of secondary vocational students, ensure their all-round and healthy development and gain a foothold in fierce social competition.

Keywords: secondary vocational school; Moral education; Humanistic quality education

I. Introduction

Moral education and humanistic quality education in secondary vocational schools complement each other and penetrate each other. It can not only teach students the methods and skills of doing things, but also enable secondary vocational school students to master the philosophy of life suitable for the development of contemporary society. Their ultimate goal is to realize the all-round and healthy development of students. Infiltrating humanistic quality education into moral education in secondary vocational schools can not only promote the smooth development of moral education in secondary vocational schools, but also help to extend the ideological connotation of moral education in secondary vocational schools. At the same time, it can also encourage students to establish a correct outlook on life, values and employment, so as to ensure the all-round and healthy development of secondary vocational school students and make them stand in the fierce social competition.

Second, the status quo of humanistic quality education in moral education in secondary vocational schools

At present, under the huge social competition and employment pressure, some secondary vocational schools pay one-sided attention to the cultivation of students' professional skills, blindly positioning the teaching goal as to enable students to master the skills necessary for a certain job, ignoring moral education and the cultivation of students' humanistic quality. But in practice, if the humanistic quality of secondary vocational school students is not high, it will directly affect their way of thinking, limit the depth and breadth of their thinking, affect their ability to analyze and synthesize different problems, and even lead to their loss of insight. Secondary vocational school students will eventually go to the society and face the complicated employment environment and interpersonal relationships in society. At this time, if their ideological realm and humanistic quality are difficult to keep pace with the times, it will be difficult to gain a foothold in society. First, pay more attention to humanistic quality education in moral education. Judging from the content and subject nature of moral education in secondary vocational schools, it is a course of humanities and social sciences. Therefore, we should pay more attention to humanistic quality education in moral education. First of all, moral education mainly includes sociology, ethics and political science. Infiltrating humanistic quality education into moral education in secondary vocational schools can effectively improve students' humanistic knowledge and ability. Second, moral education and humanistic quality education in secondary vocational schools complement each other and penetrate each other. The main goal of moral education is to cultivate students' patriotism, collectivism and socialist spirit, thus forming a correct "three views"; The core goal of humanistic quality education is to cultivate students' humanistic spirit of loyalty to the motherland, dedication to society, determination to strive for self-improvement and perseverance. Therefore, the educational goals of moral education and humanistic quality education are the same. Finally, only by comprehensively improving the importance of humanistic quality education in moral education in secondary vocational schools can we improve students' humanistic quality as a whole. As a secondary vocational school teacher, we should unswervingly adhere to the basic position of moral education, and constantly infiltrate humanistic quality education in it, improve students' humanistic quality and personal accomplishment, and enable students to establish healthy and upward thoughts, thus achieving the goal of moral education [1].

Third, create a good humanistic quality education environment in the process of moral education.

First, in the process of moral education in secondary vocational schools, teachers should adhere to the "people-oriented" concept, respect each student, form a democratic and equal educational atmosphere, care for each student, create a good humanistic quality education environment for secondary vocational students, stimulate their interest in humanistic quality education, and fully mobilize their enthusiasm and initiative to participate in humanistic quality education. Second, guide and encourage secondary vocational students to participate in moral education teaching activities, so that secondary vocational students can become the main body of moral education classroom teaching, so as to give full play to their subjective initiative, actively participate in teaching activities, actively understand and master the country's major policies and hot issues, learn to find, analyze and solve problems, and learn to distinguish right from wrong. Third, change the classroom teaching methods, actively introduce advanced educational concepts and teaching methods, activate the classroom atmosphere, and stimulate students' interest in learning humanistic knowledge. In the moral education class of secondary vocational schools, teachers should try their best to stimulate students' interest in learning and arouse their enthusiasm for learning through various channels. New educational methods such as multimedia teaching method, case teaching method, situational teaching method and project teaching method can be introduced to enliven the classroom atmosphere, so that students can cultivate professional ethics and improve their humanistic quality in a relaxed and happy classroom environment. Fourth, strengthen the construction of campus culture and create a good environment for secondary vocational school students to improve their humanistic quality. We can create a favorable environment for humanistic quality education through campus cultural publicity column, library construction and learning corner construction, so that students can feel the influence of campus culture and humanistic spirit everywhere.

Fourth, enrich the forms of humanistic quality education activities.

"The dragon has nine children, each with its own differences". The specific situation of each secondary vocational school student is different. Teachers in secondary vocational schools should combine each student's personality characteristics and personal hobbies, teach students in accordance with their aptitude and improve their humanistic quality. It is necessary to enrich humanistic quality education activities and stimulate students' enthusiasm for participating in humanistic quality education. For example, students can hold humanities knowledge contests, lectures, summary reports, visit revolutionary resorts and historical museums and other activities to deepen their grasp of humanities knowledge, broaden their thinking, improve their ability of logical judgment, appreciation and critical thinking, further strengthen traditional morality and patriotism education, and improve their humanistic quality in an all-round and multi-angle way [2].

Verb (abbreviation of verb) conclusion

To sum up, by analyzing the present situation of humanistic quality education in moral education in secondary vocational schools, this paper puts forward specific methods to infiltrate humanistic quality education in moral education in secondary vocational schools: strengthening the emphasis on humanistic quality education in moral education; Create a good humanistic quality education environment in the process of moral education; Carry out various forms of humanistic quality education activities to enhance the professional competitiveness of secondary vocational school students, ensure their all-round and healthy development, and make them stand in the fierce social competition. I hope it will be helpful to relevant scholars and teachers.

References:

Sun luxiao. Cultivation Strategies of Humanistic Spirit in Moral Education in Secondary Vocational Schools [J]. Vocational Education Research, 20 12(6).

[2] Cao Jijun. Practice and Thinking of Humanism in Ideological and Moral Education [J]. Moral Education, 20 12(6).

;