Occupational Ethics Education Research In Secondary Vocational Schools From A Workplace Learning Perspective

Due to the influence of negative social morale under market economy and the expansion of university admission, our vocational school students are found relatively weak in basic ethics and lack of occupational ethics. Occupational ethics education in secondary vocational schools is confronted with unprecedented new circumstances and challenges. A survey in this paper finds out various problems in nowadays occupational ethics education in secondary vocational schools, such as over-exaggerated educational purposes, hollow education work lack of content, formalistic teaching methods, and stereotyped evaluation system.As one of the central issues of learning science in the west especially in the US in the past decade, Workplace Learning Theories emphasize on a practical attitude towards occupation and lay importance on students'natural and active understanding of and involvement in social activities. This paper attempts to explore the reform path of occupational ethics education in secondary vocational schools from a workplace learning perspective. Throughout the discussion, the Author strives to conceive occupational ethics education in a way that is combined with the social background, the thoughts of secondary vocational school students, and the characteristics and norms of different industries. The Author hopes that by occupational ethics education the students can understand the society rationally, make a good living in society and also stay conscientious.In the end, by combining the respective advantages of workplace learning and school learning, the Author raises the reasonable method of occupational ethics education in secondary vocational schools, which reflects workplace characteristics in its education goal, includes workplace elements in its education contents, stresses on workplace learning in its teaching method, introduces workplace essence to its teaching evaluation system and proposes a new type of teacher-student relationship.