According to social feedback and investigation, the current situation of vocational school students' professional quality is worrying, so it is extremely important to improve the overall professional quality of vocational school students. Moral education in vocational schools is the main channel of moral education in vocational schools, which is of great significance to the cultivation and improvement of vocational quality of vocational school students. From the perspective of moral education in vocational schools, this paper analyzes the causes of students' professional quality problems from teaching concepts, teaching contents, teaching methods and teaching evaluation, so as to provide some basis for improving students' professional quality in vocational schools.
I. Introduction
In recent years, the employment situation of vocational college graduates has continuously improved and maintained a high level, and the employment rate of vocational school students is as high as 95%. The unemployment rate of vocational school students in a short period of time and the turnover rate in half a year are also very high. A large part of the reason for the above situation lies in its "low professional quality". There are many reasons for the above problems. The author only analyzes the reasons of the above phenomenon from the perspective of moral education curriculum in vocational schools.
Second, teachers do not know enough about the concept of vocational education.
Although our country is vigorously developing vocational education, the current situation is that most parents don't agree. They still think that vocational schools are not as good as ordinary high schools. In general, they are reluctant to send their children to vocational schools. Under the guidance of this idea, most students in vocational schools don't study hard, don't obey discipline in class, and lack enthusiasm for learning. Students and parents generally believe that moral education can neither improve professional skills nor reform ability. Moral education is dispensable, and moral education teachers have no passion in class, which leads to job burnout. Some teachers are no longer so serious and perfunctory about moral education. As a result, many moral education teachers do not actively participate in the reform of teaching and research, their professional level has been stagnant, they consciously or unconsciously reject the new concept of vocational education, and their teaching concepts are backward.
Third, the teaching content of professional literacy is not systematic enough.
The goal of moral education in vocational schools is to train students to be social workers with good civic quality, healthy psychological quality and comprehensive professional quality. As the main position of moral education, moral education plays an extremely important role. However, in the moral education reform, professional accomplishment is not specially set as a course, but scattered in four compulsory moral education textbooks: career planning, professional ethics and law, economic politics and society, philosophy and life. In the process of teaching, most teachers only carry out teaching step by step according to the curriculum and teaching arrangement, and have not yet formed a systematic plan for the cultivation of professional literacy. They even think that professional literacy refers more to professional skills, and cultivating professional literacy is only a matter of professional courses, which has nothing to do with moral education. At present, there are basically no teaching materials for professional literacy training, and the content of professional literacy training has not been fully explored and there is no comprehensive and systematic analysis.
Fourth, the teaching methods of moral education teachers are outdated and single.
The teaching of vocational schools puts more emphasis on exploratory activity teaching, and the formation of professional quality lies more in students' life experience and professional experience. Only through experience can vocational school students internalize knowledge into emotion and rise to faith and will. Moral education teachers should innovate teaching methods. However, at present, some moral education teachers still adopt single and outdated teaching methods and means, mainly preaching, and the methods and forms are rigid. The atmosphere of the whole moral education classroom is serious and the teaching effect is not obvious. In addition, there are few "double-qualified" teachers in the basic subjects of vocational schools, and few teachers in moral education courses have practical experience in enterprises, so it is difficult to integrate teaching with practice. The teaching link of moral education activities is relatively weak, and the actual situation is less, which makes students feel boring and abstract, and it is difficult to arouse their interest in actively participating in activities, and they are not interested in moral education, which does not reflect students' subjective consciousness.
Fifth, the teachers of moral education courses are uneven.
At present, almost all moral education teachers in vocational schools are not optimistic. The concentrated expression is "three more and three less". First, there are more part-time jobs and less full-time jobs. Moral education classes are held every semester, so it is often not qualified for full-time teachers to take so many classes. Therefore, in addition to a few full-time teachers who graduated from ideological and political education, there are a large number of foreign teachers who come to the school to teach moral education. In addition, some administrative staff and leaders also work part-time as moral education teachers, and some professional teachers without corresponding courses also work part-time. Even some students who stay in school are generally moral education teachers because they are not qualified to teach other subjects after graduation. Second, the teaching ability is generally superb. Due to the limitation of teachers, most moral education teachers who have not received professional training have not even mastered the moral education curriculum itself, let alone how to guide students to understand and master it. Most teachers teach by the book, and few people can concentrate on their studies. Third, there are more examples than words and deeds. The particularity of moral education teacher's identity makes its role as an example greater than that of teachers in any subject. However, the old teachers are experienced but lack of information and ideas to keep pace with the times, while the young teachers are advanced in thinking but lack of work experience. There are even some moral education teachers who don't talk about honesty, saying one thing and doing another, which is very counterproductive to the cultivation of students' professional quality. The personality charm of moral education teachers needs to be further enhanced.
Sixth, the evaluation method of moral education course is single and one-sided.
At present, the examination of moral education in vocational schools is an examination course, which generally examines students' mastery of theoretical knowledge in the form of open books. This can only evaluate students' mastery of knowledge, but can't judge whether students have transformed into emotional concepts and good character. In particular, students' professional quality lies more in the dimensions of emotion, attitude and values in moral education, which is difficult to show by written examination alone. This assessment model can not only objectively and fairly reflect the actual level of students, but also make students feel that as long as they pass the exam, the improvement of their own literacy and the formation of good character are not the most important. In this case, it is difficult to consider whether the professional training goal can be achieved.
Seven. Concluding remarks
The cultivation of students' professional quality in vocational schools is a slow and subtle process. Every moral education teacher in vocational schools should take the cultivation of students' behavior as the main responsibility, establish the concept of "everyone is talented, everyone becomes a talent", dig deep into the content resources of cultivating students' professional quality in moral education courses, adopt flexible and diverse teaching methods and various evaluation mechanisms, and promote the improvement of students' professional quality. We believe that with the joint efforts of experts, teachers and students, moral education in vocational schools will play its due role in cultivating students' professional quality.
References:
[1] Xu Yaqiong, Xu Guoqing. Professional quality: a curriculum research field that needs urgent attention in vocational education [J]. Vocational Education Forum, 2009 (2 1).
[2] Li Zunjuan. Moral education reform in higher vocational colleges oriented to the cultivation of professional quality [J]. Profession, 20 14 (23).
[3] Xu Minjie. Thinking and Analysis of Moral Education Reform in Secondary Vocational Schools [J]. New Curriculum Research, 20 14(2).
Author: Ji Jun Unit: Nanjing Engineering Vocational College.
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