A Research On The Humanistic Education Of Secondary Vocational School Students

Due to various reasons, humanistic quality education in secondary vocational schools is not paid enough attention to, and the lack of humanistic quality have negative influence on the improvement of the graduates, which also affect their vocational career and life-long development. So it is essential and urgent to develop the humanistic quality education.In this article, the case-study method is adopted, and taking the examples of the humanistic educational situation in the city of Changsha in Hunan province, the questionnaire survey method is taken in 5 representative secondary vocational schools, and the relative methods taken in 2 model schools are summarized to have a full picture of the method taken in Changsha. On the basis of those, the second part in this article analyzes the problems and reasons of the method on training the secondary vocational students. For example, the humanistic quality of the students, the insufficient supply of the teachers, the irrationality of the curriculum design and the backwardness of teaching method affect the training of the students seriously. With the documentary method, and inspired by the advanced experience abroad, the countermeasures and suggestions are provided in the third part of the article, which mainly includes four sections, the reference of relative experience in western countries, the ideological transformations, the educational goal of humanistic quality and the assurance of the development of humanistic culture to go in the right way.The innovation of the passage is to state the necessity and feasibility of implementing humanistic quality education in secondary vocational schools, and the methods are also provided, which is also the meaning of conducting the research. It is proved that the lack of humanistic education has been a serious problem in the current vocational education. The phenomenon of taking skill-training more seriously than humanistic education, disregarding moral education as humanistic education or neglecting the education is very common. The phenomenon is caused by both cognitively and institutional designing reasons. Hereby it is suggested that the educational administrative department should plan thoroughly to transform the ideology, amplify the comprehensive curriculum system, and enforce the construction of supporting system to push the development of humanistic quality education to improve students’ humanistic quality, which would definitely be the favorable basis of students’ lifelong development.