On how to improve the teaching effect of moral education in secondary vocational schools

The source of secondary vocational students determines the particularity of secondary vocational education, and also determines the complexity and challenge of the work of class teachers in secondary vocational schools. Class is the most basic management unit of student management in secondary vocational schools, and the management of class students is also the center of class teacher's work. As a direct educator, the head teacher's moral education concept and educational strategy are particularly important for how to do a good job in student management and guide and promote the healthy growth of students.

First, the status quo of moral education in secondary vocational schools

(A) abstract and empty teaching content is difficult to arouse students' interest.

As the main channel of moral education,

The teaching content of moral education must be consistent with the major policies of the country, and all moral education textbooks are basically a collection of major policies of the country. Moral education textbooks pay too much attention to ideological content and neglect to provide students with materials that can produce real feelings and experiences. The abstract and empty theoretical content makes students uninterested and unwilling to devote themselves to learning, and the effect of moral education classroom teaching can not be guaranteed.

(B) teachers' compulsory indoctrination makes students have rebellious psychology.

The content of moral education is fixed, and many teachers still pay attention to indoctrination teaching and follow the book. There is basically only one-way indoctrination in classroom teaching, which lacks communication and discussion. Even if there is discussion, it is to draw established moral conclusions, so that students are not willing to participate at all, and even have rebellious psychology. Under the teacher's compulsory indoctrination, students who are not interested in it are more bored, so they either "play with their mobile phones" or "sleep".

(C) The unequal status of the classroom makes students reject moral education.

The concept of modern new education advocates that teachers are the dominant and students are the main body in the classroom. But in fact, in the moral education class, it is often the teacher who sings a monologue, and students have no channels to express their feelings. The traditional education mode only pays attention to whether the teacher has explained the knowledge, but does not put the students in an equal position. In the process of classroom teaching, students are not allowed to have different opinions, which seriously lacks humanistic care. The traditional moral education model often pays more attention to students' uniformity and drives them into a pre-designed framework, but fails to pay attention to students' personality characteristics, go deep into their souls and touch the strings of their hearts. The serious inequality of classroom status makes students fly around in the classroom, and even a few students run away when they see moral education classes.

Second, face up to the gap between students and reshape the positive moral education concept.

(A) to correct cognition, secondary vocational school students' understanding should be "refined".

"Free from vulgarity" means breaking away from the usual understanding of secondary vocational school students and paying attention to them with appreciation. When it comes to secondary vocational school students, I always feel that they are rebellious, have bad habits, love fighting and are difficult to manage. And such a "hat" is buckled on the heads of secondary vocational school students, which makes them more likely to have rebellious psychology and give up on themselves. Taking off the hat and giving them more respect is the primary task of moral education. To be clear, "low academic performance does not mean low quality." Secondary vocational school students are losers in senior high school entrance examination, but they are not "losers" in life. Their entry into secondary vocational schools is also a new beginning of their lives. They may be unwilling to learn for a while, but that doesn't mean they don't want to pursue new knowledge. They also have their own specialties and strong hands-on ability. In fact, they also have dreams, hoping to practice their skills to repay their families. Understanding the "essence" of secondary vocational school students is to know them again, that is, to give students personality recognition, to understand them from the heart, to help them and to educate them.

(B) active teaching, teachers have no right to choose students.

Some class teachers often say, "If there is no such student in our class, this class will be a good one." . Or find the functional department of the school and ask, "Can this student be transferred? It's really out of control." After hearing these words, I think it should be the teacher who really needs to reflect. Students are educated, and teachers have the responsibility and obligation to educate and carve them. Education is not to successfully cultivate so-called good students, but to correctly regulate and guide students' behavior and enhance their ability to survive and develop. As class teachers, we should face up to the differences between students. We often say that "there is a law in teaching, but it is impossible in teaching, and it is important to get the law." The key to how to embody teachers' ability lies in "teaching students in accordance with their aptitude". The head teacher should formulate different educational strategies according to the characteristics of each student, so that students can keep the bottom line of morality, rules and laws and gradually develop good habits, especially for secondary vocational students. This is the most basic and important educational content. Therefore, teachers do not have the right to choose students, but have the right to choose how to teach.

(3) imperceptibly influence students with noble moral sentiments.

Teachers' responsibility lies in their words and deeds. For the educated, teachers' thoughts, emotions and behaviors have a subtle influence on students' growth. Students will face a teacher who often complains and criticizes or a teacher who is expressionless all day. Their thoughts will become critical and negative, and students will appear indifferent. Under the influence of this negative energy, how can students form a sound personality?

Teachers should be full of sunshine and positive energy. Especially the class teacher who faces the students all day, even if he is in a bad mood, he should smile at the students. Teachers should always maintain noble moral sentiments and enlighten students with a sunny heart.

(4) Tracing back to the source and building a bridge between teachers and students.

Educating students is the bounden duty of teachers, and loving students is the best education. However, when the class teacher is trying to care for and cherish the students, has the class teacher considered that the students can appreciate their concern? Can I accept my love for you? There was a survey that asked teachers if they loved students, and 90% answered "Love students". When asked about the students taught by teachers who love students, only 10% answered "love!" It can be seen that the teacher's love has not been passed on to the students, and the teacher's love has not entered the students' hearts.

Third, strengthen the interaction between teachers and students to improve the effectiveness of moral education classroom teaching.

In order to realize real interaction, moral education teachers must regard themselves as organizers and guides of classroom teaching, and give students as free and open space as possible in classroom teaching management. Treat students as individuals with independent personality and independent thoughts, give students the opportunity to question teachers and give students room to break away from convention.