培养健康人格 为中职生的职业生涯发展奠基(Cultivating healthy personality lays a foundation for the career development of secondary vocational school students).docVIP
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培养健康人格 为中职生的职业生涯发展奠基(Cultivating healthy personality lays a foundation for the career development of secondary vocational school students)
培养健康人格 为中职生的职业生涯发展奠基(Cultivating healthy personality lays a foundation for the career development of secondary vocational school students)
To cultivate healthy personality as the foundation of vocational students occupation career development
Exploration and practice of Shenzhen Longgang vocational school moral education mode of healthy personality
Shenzhen Longgang Vocational Technical School
Shenzhen Longgang Vocational Technical School (hereinafter referred to as Longgang school) was founded in 1994, is a national key secondary vocational schools. The school is located in Shenzhen District of Longgang city center, is the only public vocational schools in Longgang District, the school has CNC technology, auto repair, logistics, accounting, computer network, art design and other 9 professional, students more than 3100 people. Schools to healthy personality, strong skills, independent development of practical talents as the goal, after years of exploration, the formation of the four one line healthy personality education mode, this mode can promote the healthy growth of students, the parents and employers.
The basic framework of a healthy personality, Longgang vocational school moral education pattern
(a) analysis of the causes of the problems of secondary vocational school students personality
We through the analysis and study for many years, that most of the vocational students personality health problem, its root lies in the students self consciousness (self evaluation, self experience and self control) deviation, and this deviation and is mainly because of the students own ability development is difficult to adapt to the examination oriented Education to. The evaluation of the examination oriented education standard is single, vocational students in the compulsory education stage gradually marginalized, due to the lack of successful experience, they had to put excess energy for negative things, even with negative behavior naturally or half unconsciously noticed,
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