Study On Professional Ethics Education For Students In Vocational And Technical Teacher’s College

The China vocational education is in transition from denotative development to connotative development. The teaching faculty plays a key role in the critical period. As the reserve forces of vocational education teachers, the professional ethics level of students in vocational and technical teacher’s college has a significant impact on the development of vocational school students. As the "vulnerable groups" of education system, vocational school students grow in the absence of caring environment and eager to be caring. Taking “caring” as the gist of professional ethics education for students in vocational and technical teacher’s college has great practical urgency and long-term significance for vocational school students’ growth and improvement of vocational education quality.Professional Ethics Education for Students in Vocational and Technical Teacher’s College is the research object of this doctoral dissertation. Combined with systematic analysis of research status at home and abroad, the relevant theories of "caring" was combed, and the demand for teachers’ professional ethics of the vocational school students and professional ethics education status for students in vocational and technical teacher’s college were researched, according to the relevant theories. On this basis, the author proposed to take "caring" as the gist and the development law of ethical ability as the main line of the study, then constructed the objective, content, implementation and protection paths of the professional ethics education for students in vocational and technical teacher’s college.On the objective building, ladder education objective system was raised, according to Maslow’s hierarchy of needs theory, combined with the evolution of vocational education mission, the characteristics of tasks and labor object of vocational teachers, to meet the humanism needs of students in vocational and technical teacher’s college, and to stimulate the internal driving force of the professional ethics development.On the content design, the professional ethics education content framework was developed from the external standard dimension and internal ability dimension. From the external dimension, focus of professional ethics education content was determined by comparing the professional ethics of teachers in China and the United States of America(the birthplace of caring education theory). From the internal dimension, elements of professional ethics education content was deconstructed by analyzing the professional ethic ability structure of students in vocational and technical teacher’s college. Based on this, combined with professional ethics education law, the author developed the professional ethics education content in normal module, technical module and academic module.On the implementation path, "practice" was taken as the core of the professional ethics education, according to the develop law of professional ethics ability. The normal module should take "teaching practice" as the leading factor, through the "four level-three stages" to implement. The technical module should take “combining learning with working “as the main line, through "the alternated education management system" to implement. The academic module should take "developing ability to support morality" as the practice path, through the "combining of academic ability and academic codes" to implement. The other practice paths should be given the same priority, such as the daily life, campus activities, skills competition, and so forth. In addition to this, the establishment of internship mentor system, the school-enterprise practice community and school-school practice community were suggested as the safeguard measures to guarantee the educational quality.