Study On The Strategies Of Class Culture Construction In Secondary Vocational Schools In Transition

"National medium and long-term educational reform and development plan" clearlypointed out the need to vigorously develop the occupation education,occupation educationshould be geared to the needs of everyone, for the society, to cultivate the occupation morality,occupation skill and employment ability of the students. With the vigorous development ofoccupational education today, the secondary occupational education is facing withunprucedented development opportunity. At the same time, because of increasing enrollmentof higher education its popularization presents the trend of acclerated development, thismakes the secondary occupational schools face a more severe test and challenge which seeksurvival and development in the cracks, quality of students becomes the biggest bottleneckrestricting the schools development. Quite a lot of students who fail in the High SchoolEntrance Examination and have poor overall qualities enter secondary vocational schools. Itbrings a big challenge for teaching，especially for class management.The class is an essential part of school education and the basic platform for the students’growth and development in personality.Class culture is based on the class and at the sametime reflect and spread culture. It’s a general existence for spirit, institution and relation.It’salso the sharing value and standard of behaviour of all the class. Class culture building is thepoint of penetration for vocational school who wants to construct his own school culture andis a series of cultural activities like cultural environment, cultural system, cultural relations,etc. developed and created by classmates to nurture and foster team members’ creativepersonality. Vocational education should not be simply considered as a level of education, buta distinct type of education. However, the construction of “class culture" in secondaryvocational school doesn’t match school’s survival and development and especially thestudents’，which highlighted the necessity of rebuilding “class culture” or “school culture。”We， educators should spare no efforts exploring a new set of models of “classculture，”building， which fits the characteristics of a secondary vocational school。By relying on document analysis and questionaire as basis, coupled with the author’spractical experience and study on the aspect of class culture contruction, this research hasdrawn up two types of questionaires regarding the present state and developing strategy ofclass culture construction in vocational schools, one for class teachers and another for students. By investigating on all of the main teachers in school and the students of fourclasses of Laiyang Normal School, we made a detailed reaserch on the current class culturedevelopment of secondary vocational school, and we analyzed the existed problems of theirclass culture development.We also gave the reason in five ways, that is, from the students’aspect, the main teachers’, the school’s, the family’s and the soceity’s. As a conclusion, we putforward a number of recommendations to strengthen and improve the cultural construction ofsecondary vocational school classes, they are, formulate the class development goals,enhance classroom team building, purify the construction of classroom environment,strengthen the construction of the class system, and optimize the spiritual and culturalconstruction,create a health class mental culture and establish motivated public opinion forthe main front of the class.Via the practice through half a year and the comparison of the academic results, mentalstates and other classes between the controlled class and the sample class, it is proved that theacademic cultural construction strategy shown in this essay is definitely effective in somesecondary vocational schools. Wish that this strategy can affluent class management strategyof secondary vocational schools in our country, and become a beneficial reference andconsultation. I also hope that it will get through to us students, future teachers to go in forbasic education. We will get it by being part of it ourselves. We will change with the timesand become pioneers in innovation, providing actual facts as they are for moral education inprimary and middle schools.and thereby enhance and strengthen the pertinence, effectivenessand time characteristic of moral work in primary and middle schools.