The difference between the ideological education of higher vocational students and undergraduates. Discussion on the innovation of local ideological education of higher vocational students

Local higher vocational colleges are mostly located in prefecture-level administrative districts. Due to local economic constraints, the development momentum of higher vocational education is insufficient, and the government’s financial support for ideological education in schools is limited. Therefore, local higher vocational colleges have been decided. The content and methods of ideological work are different from those in urban higher vocational colleges.

1. The urgency of innovation in ideological education methods in local higher vocational colleges

1. Students' value pursuits have undergone rapid changes

Most of the "post-90s" teenagers are only children. They are the apples and darlings of their parents. These "darlings" are pampered, occupying a central position in the family, and have developed a strong sense of self-centeredness. In addition, under the background of market economy, the number of interest subjects has become complicated, and their value pursuits have undergone profound changes. After investigation and analysis, there are three obvious characteristics of the changes in the values ????of contemporary college students: (1) The value evaluation shifts from collective to individual-oriented; (2) The standard of value judgment changes from idealism to utilitarianism and pragmatism; (3) The value orientation changes from Uniformity develops towards diversification. The existence of the above three characteristics has enhanced the urgency of ideological education work in higher vocational colleges. If we still blindly copy the past social altruistic values ??of "no self-interest, only benefiting others" to require and regulate students, it is no longer appropriate and inappropriate. There will be no good educational effect.

2. The practicality of students' studies is outstanding

Due to the limitation of college entrance examination scores, higher vocational students have lost the opportunity to go to ordinary colleges and universities. Most higher vocational students have no confidence in improving their academic level. As soon as they enter the school, they are focused on learning. A skill, a diploma, a clear purpose and outstanding practicality. They pursue practical results during their studies at school and require that all work in the school must be pragmatic, starting from their actual needs, solving their practical problems such as study, life, and psychology, and achieving real learning and employment results. They have little interest in advanced theories, and their pursuit of life value is short, flat, and fast. This is a characteristic that has emerged after the popularization of higher vocational education. It urgently requires us to reflect on the educational philosophy and training goals of higher education, and start from higher vocational students. Based on its own characteristics, determine the content and methods of ideological education.

3. The complexity of student sources and differences in quality require different ideological education methods

Higher vocational students come from a wide range of sources, with varying cultural and ideological qualities. From the perspective of the source of new students, there are college entrance examination students, technical secondary school to junior college students (taking the corresponding college entrance examination) and five-year college students (starting from junior high school); from the perspective of family economic conditions, there are students from economically developed coastal areas and only children from urban areas. Some of them come from impoverished mountainous areas; from the perspective of life goals, there are those who struggle, those who enjoy themselves, and those who lack goals; from the perspective of life values, some believe that they should do something to bring honor to society, family, and themselves. Some people think that making money, becoming an official, and living a good life is a major event in life. Some people think that as long as they have money, they can do anything. For those who are hedonistic, they live day by day. According to the actual situation, educators should determine the educational requirements at different levels so that students at all levels can gain something. For example: some are trained to be student cadres and party members, and some are only required to be disciplined and disciplined to be qualified students; some are trained to be top academics, and some only need to pass the test; some are required to have both ability and political integrity, and be one of the pillars of the country. Talent, some only want to graduate safely. Each student is determined to be within a certain level, different specifications are made, different ideological and work plans are implemented, and different types of talents are cultivated.

2. Innovation in content of ideological education in local higher vocational colleges

1. Strengthen the edification of traditional virtues and increase the content of local cultural education

Chinese traditional culture is the spiritual pillar of the development of the Chinese nation. Higher vocational colleges can select the essence of traditional culture such as "honor parents, respect teachers and study hard; be honest and friendly, be humble and introspective; be determined to be diligent, self-reliant and frugal; be honest and clean, and be patriotic" as elective courses. "Traditional Chinese virtue maxims", "Inspirational stories of ancient Chinese celebrities" and other materials are given to students to read.

Local higher vocational schools are rich in local cultural content. These local cultures should naturally become the cultural background of higher vocational education. For example, the Shun culture, Liu culture, Buddhist culture, Neo-Confucianism, etc. where Yongzhou Vocational and Technical College is located are rich and splendid, which is rare. cultural and educational materials.

2． Carry out integrity education and establish an integrity standard mechanism

The virus of lack of social integrity has infected campuses, and strengthening integrity education among college students has become the common sense of colleges and universities. Local higher vocational colleges can focus on "being honest and being an outstanding person" as an important education task. First, improve the understanding of "integrity". Honesty and trustworthiness are the traditional virtues of the Chinese nation. They are the foundation for building a person. They are also the conditions for higher vocational students to gain a foothold in society and win in the competition in the talent market. They must have real talents and practical knowledge. If you have a good reputation, you will be accepted and respected by others. If you succeed in your career and become a hero among people, you will be able to "the sea is wide with fish leaping and the sky is high with birds flying." Secondly, integrity education should be integrated into teaching and campus activities. Medium: (1) Introduce integrity knowledge into the classroom as an important content of ideological and political courses. For example, "Confucius on Integrity", "Zengguang Xianwen" and traditional integrity content in "benevolence, righteousness, etiquette, wisdom and trustworthiness" were compiled into a collection, printed into a booklet, and distributed to students for reading. (2) Carry out class activities, speech contests, debates and essay collection activities with the theme of "honesty and trustworthiness". (3) Use on-campus publicity tools, such as radio, blackboards, and banners, to create a cultural atmosphere of integrity. (4) Hold a large-scale integrity report meeting. (5) Carry out integrity commendation activities and set up integrity models. Third, strengthen the construction of the integrity system and create a long-term mechanism for integrity education. Establish student integrity files, establish an individual and class integrity evaluation (excellence) system, and establish credit rules for student loans, work-study studies, and bonus distribution.

3． Pay attention to employment education and improve competitiveness

One of the salient features of the market economy is market competition. What we face in the job market is talent competition. In employment education, students are organized to analyze their own conditions and affirm their own advantages: (1) Higher vocational colleges have strong hands-on skills and master the skills of front-line production, while ordinary college students have more eyes than others. (2) The job market for higher vocational students is vast. my country's economically developed coastal areas require a large number of senior technicians and technicians and other high-skilled talents, while ordinary college students cannot achieve high-level jobs or low-level jobs. (3) Higher vocational students have low positioning and low expectations. They should find employment first, then choose a career, and take things as they come. But ordinary college students can't let go of their airs. Employment competition is a competition of comprehensive personal qualities and abilities. When improving students' competitiveness, we must first cultivate students' sense of competition. Small things such as personal hygiene evaluation, homework evaluation, civilized dormitory evaluation, etc., and big things such as class style evaluation , evaluate the overall score of the sports meeting department of the college, participate in various competitions in society, etc. On the eve of graduation, graduates are provided with talent market competition training, including preparation of personal self-recommendation letters, personalized self-recommendation language, talent display, image design, etc., and guidance on how to adjust their mentality before being hired.

4. Cultivate a sense of responsibility, make them perseverant and mature

Strengthening the sense of responsibility, improving higher vocational students' sense of responsibility to society and family, and transforming the sense of responsibility into motivation for learning is one of the contents of innovative ideological and political education. First, actively develop student party members so that they can play a leading role in ideological and political work. Organize students to participate in a solemn party joining ceremony to enhance the strong sense of mission and responsibility among student party members. Transfer the responsibility for the construction of class style and study style to the class party branch or class party group, so that student party members can grow and mature in their sense of responsibility. Second, organize students to participate in social poverty alleviation and fund-raising activities to help the disabled, strengthen the awareness of social responsibility, place individuals in social groups, experience the dependence of individuals on the group, and arouse the awareness of responsibility for themselves, their parents, and society.