本文選題：中等職業(yè)學(xué)校 + 職業(yè)道德�。� 參考：《上海師范大學(xué)》2014年碩士論文

【摘要】：2010年,我國(guó)經(jīng)濟(jì)總量在世界的排序上升至第二位,到2013年,仍然保持這一位置。據(jù)統(tǒng)計(jì),中國(guó)在全世界制造業(yè)總值中所占比例已達(dá)19.8%,大多數(shù)主要工業(yè)品產(chǎn)量位居世界前列�！爸袊�(guó)制造”的核心是人才,而以培養(yǎng)“以服務(wù)社會(huì)主義現(xiàn)代化建設(shè)為宗旨,培養(yǎng)數(shù)以億計(jì)的高素質(zhì)勞動(dòng)者和數(shù)以億計(jì)的高技能專(zhuān)門(mén)人才”為目標(biāo)的中等職業(yè)學(xué)校則承擔(dān)了重要責(zé)任,如何培養(yǎng)出既具有合格的技術(shù)能力,又具備良好職業(yè)道德的勞動(dòng)者值得深思。 職業(yè)道德具有鮮明的行業(yè)性、多樣性、穩(wěn)定性、繼承性和適用范圍有限性等特點(diǎn),在職業(yè)道德的教育過(guò)程中我們必須牢牢把握這些特點(diǎn)并根據(jù)中職學(xué)生的特殊性實(shí)施教育。在當(dāng)前中等職業(yè)學(xué)校的職業(yè)道德教育中仍存在不少問(wèn)題,如中職德育課教材中職業(yè)道德內(nèi)容較少、德育課職業(yè)道德教學(xué)方法陳舊、職業(yè)道德教育評(píng)價(jià)方式單一、職業(yè)道德教育針對(duì)性不足及收效不佳等問(wèn)題。本文針對(duì)以上問(wèn)題進(jìn)行了原因分析并提出了加強(qiáng)職業(yè)道德教育的應(yīng)對(duì)措施：一是優(yōu)化中職德育課教學(xué)方法；二是構(gòu)建合理的職業(yè)道德教育評(píng)價(jià)體系；三是加強(qiáng)教師隊(duì)伍建設(shè),培養(yǎng)一批了解中職學(xué)生特點(diǎn)以及行業(yè)特點(diǎn)的教師；最后是加強(qiáng)校企合作,提高職業(yè)道德教育的有效性。
[Abstract]:In 2010, China's economic output ranked second in the world, and remained there in 2013. According to statistics, China has accounted for 19.8 percent of the world's total manufacturing value, and most of the major industrial products are among the highest in the world. The core of "made in China" is human resources, while the purpose of "training" is to serve the socialist modernization drive. Secondary vocational schools, which aim to train hundreds of millions of highly qualified workers and hundreds of millions of highly skilled professionals, have assumed an important responsibility. Workers with good professional ethics are worth pondering. Professional ethics has distinct characteristics such as industry, diversity, stability, inheritance and limited scope of application. In the process of professional ethics education, we must firmly grasp these characteristics and carry out education according to the particularity of secondary vocational school students. There are still many problems in the professional ethics education of secondary vocational schools, such as the lack of professional ethics in the teaching materials of moral education in secondary vocational schools, the outmoded teaching methods of moral education, and the single evaluation method of professional ethics education. The professional ethics education has insufficient pertinence and the effect is not good and so on. This paper analyzes the reasons for the above problems and puts forward some countermeasures to strengthen the professional ethics education: first, to optimize the teaching methods of moral education in secondary vocational schools; second, to construct a reasonable evaluation system of professional ethics education; third, to strengthen the construction of teachers' ranks. To cultivate a group of teachers who understand the characteristics of secondary vocational school students and professional characteristics, and finally to strengthen the cooperation between schools and enterprises to improve the effectiveness of professional ethics education.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G711

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