Study For Situation And Countermeasures Of Moral Life Of Vocational School

The rapid development of China's higher vocational colleges in recent years imparts an air of vigor and vitality to higher education, trains a large number of high-tech applied talents for construction and management services. The ideological and moral issues of higher vocational college students, however, are also increasingly prominent: students can't translate moral understanding into acts and adapt to complex moral life. They are self-centered and short of social responsibility; lack the spirit of cooperating and bearing hardships. They have indifferent attitude towards labor and no positive motivation towards study. One of the reasons for these problems is that moral education is separated from daily life. Today, life-oriented moral education pattern has been the dominant trend in moral education models and it is becoming a development trend that moral education will be closely related to life in vocational colleges. At present, many vocational colleges have been developing life-oriented moral education, but it is not ideal since many factors are not good for the effectiveness. In order to improve the effectiveness of moral education, promote the overall development of students and sustainable development of higher vocational colleges, it is necessary to make deeper studies of the life-oriented moral education. Based on social surveys and systematic analysis, this thesis raises life-oriented moral education problems of higher vocational colleges and proposes solutions accordingly.This thesis consists of three parts.Part I defines the meanings, characteristics and significance of life-oriented moral education at higher vocational colleges. This part is the theoretical basis of the thesis. Uniting those theories with vocational college students'characteristics, this part discusses the meanings, characteristics and the necessities of life-oriented moral education at higher vocational colleges.Part II, the key to the thesis, focuses on the current situation, problems and causes of life-oriented moral education at vocational colleges. Based on the relative theories, this part analyzes the present ideological and moral situation of higher vocational college students as well as the performance of life-oriented moral education by questionnaires and finds the corresponding problems which mainly contain the followings: both teachers and students lack a correct understanding of life-oriented moral concept; the supporting staffs show less concern and guidance for students and life-oriented moral education lacks linkages and moral relevance; the environment is not ideal and the students have relatively poor life cognitive abilities. Four elements were attributed to the problems: higher vocational colleges, educators, students and the society. Vocational colleges prefer specialties to moral education; the qualities of teachers, counselors and administrative staffs are different, some of whom are not suitable to life-oriented moral education; students have different thoughts and ideas but less life skills; great domestic and overseas changes bring new problems to moral education.Part III discusses effective strategies of life-oriented moral education at higher vocational colleges. This part puts forward the effective ways of enhancing life-oriented moral education concerning the above problems and causes. First, construct intellectual systems of life-oriented moral education (such as the establishment of life education, philosophy education and aesthetic education) to form systems of general education courses. Second, emphasize the construction and development of the following three parts, psychology, networks and practical trainings; that is to say, pay attention to students'mental health education, focus on enhancing students' sense of happiness; pay attention to network moral education, build a network moral platforms to employ the corresponding advantages; lay stress on moral education in practical trainings to establish cooperative life-oriented moral platforms between colleges and companies. Third, innovate in moral education management patterns. This requires that we should strengthen and innovate in the construction of moral education institutions to create conditions for effective life-oriented moral education; explore students'self-directed qualities to enable students to participate in college management and all aspects of college life to enable students to become the master of life. Fourth, construct an ideal environment for life-oriented moral education. For instance, establish moral linkages, develop campus culture and harmonize class atmospheres. Fifth, focus on improving educators'political, professional and moral qualities.