An Ethnographic Study Of Professional Ethics And Legal Teaching

With the increasing requirements of modern society for people's quality,professional ethics and professional ability have become the core theme of professional quality.The outline of national medium and long term education reform and development plan(2010-2020)proposes to vigorously develop vocational education,focus on cultivating students' professional ethics and employment and entrepreneurship,and meet the needs of economic society for high-quality workers and skilled talents.Based on the important practical significance of professional ethics and law course in secondary vocational moral education,this study adopts the qualitative research method of ethnography to investigate the implementation of professional ethics and law course,trying to restore the complete classroom to understand the secondary vocational moral education classroom phenomenon,events and activities,and then find out the problems existing in the secondary vocational "professional ethics and law" course and explore solutions.This study is divided into four parts,the first part is the introduction,which mainly introduces the reason and significance of the topic,the definition of the concept and literature review,research objectives and content,and research methods and process;the second part is to go into the field,which mainly introduces the basic situation of H vocational school;the third part is the daily presentation of professional ethics and law course,which mainly presents online and offline moral education;the fourth part is reflection and suggestions.The study takes the class M of H vocational school as the research field of ethnography to explore the current situation of professional ethics and law course.The researchers conducted a field survey for more than two months and a return visit for more than one month,and observed nearly 30 classrooms.Through the analysis of field data,it is found that there is a certain gap between the idea of "moral education first" and the actual implementation in H vocational school,and there is a gap between the teaching effect of teachers and the expectation.The students in M class lack the consciousness of active participation,there are few opportunities for participation,and the degree of participation needs to be improved.In the course of professional ethics and law,class M students' classroom symbols show the following learning characteristics: first,the attitude towards moral education classroom notes is related to personal learning habits,individual differences are large,and the excellent students are slightly better than ordinary students;second,there are some deficiencies in the form and active internalization of moral education notes;third,the content of moral education notes is mostly transcribed;fourth,with the development of moral education curriculum,the overall situation of classroom notes shows a downward trend.The factors that affect the learning engagement of secondary vocational students mainly included peer group public opinion,traditional cultural background,secondary vocational students' learned helplessness,learning attitude and habits,personality,and teachers' teaching methods.In the process of carrying out the course of professional ethics and law in class M of H vocational school,there are mainly the following problems: first,how to combine online and offline learning organically;second,secondary vocational school students have low self-identity and sense of security,and lack of enthusiasm in moral education class;third,the content of teaching materials is lack of pertinence,and teachers' teaching is formalized;fourth,vocational school's actual attention is not high,and the cultivation of moral practice ability is insufficient.Then,this study analyzes the causes of the problems from the aspects of students,teachers and schools.In this regard,this study puts forward several suggestions for the improvement of secondary vocational school professional ethics and law course,the first is to innovate the use of online and offline mixed teaching mode and teaching materials of moral education courses in secondary vocational schools;the second is to listen to and respond to the voice of secondary vocational students and build a caring moral education class;the third is to implement the concept of "Three-wide Education" and build a positive and effective interaction;the fourth is to create a democratic and equal atmosphere and improve the school enterprise joint training mechanism.