The Development Of Emotion, Attitudes And Values In History Teaching Of Secondary Vocational Schools

The objective of emotion, attitudes and values is one of the three-dimentional objectives of history curriculum reformation nowadays. It is also the essence of people-oriented theory in history teaching. Secondary Vocational Schools'academic course, an important part of foundation education, especially history course's role in flourishing society, developing economy and advancing technology has become a significant problem in secondary vocation educational circle.Although secondary vocational education and middle school education both belong to foundation education, they have different training aims. Secondary vocational education focuses on developing large number of high-quality students to master professional theory, practical skills, creative thoughts and abilities. As for secondary vocational schools'development, it is the key content to improve secondary vocational school students'comprehensive and sustainable abilities. History teaching owns the superiority for training students'sustainable abilities. For its essential function is to develop students'active emotion, attitudes and values, and these are important resources for students'basic humanquality and comprehensive capability.This thesis paper consists of three parts: introduction, body and conclusion. The theory significance and reality value of this paper are discussed in the introduction part, which also covers the research state and methods in our country. There are three parts in body. In the first part, the author takes the Inner Mongolia Police School as an example to show the current situation of history teaching in secondary vocational schools from four aspects: history course's position in secondary vocational education, students'level, social evaluation and educational evaluation system. The second part is one of the important parts in body. On the basis of the first part's analysis, it raises detailed strategies for improving the development of emotion, attitudes and values in secondary vocational history teaching from four points of view. In the third part, the author focuses on the problems, which should be paid attention to when teachers are permeating emotion, attitudes and values objective into history teaching in secondary vocational schools.In the conclusion part, the author clearly points out that in secondary vocational schools, the graduates'comprehensive qualities depend on not only professional theory, practical skills of information- handling, management and problem-solving, but also academic knowledge, competitive and cooperative spirits, creative thoughts, moral profession qualities, social communication and sustainable abilities for long-term study. Among all these, sustainable capabilities occupy more important position. Secondary vocational schools must catch up with modern society's pace, and treat the development of students'emotion, attitudes and values as a significant and long-term task. By this, history teaching in secondary vocational schools can light up students'bright future.