Exploration About Secondary Vocational School Students Behavior Habit Education

Since the implementation of reform of elementary and middle schools education for all-around development in our country, each secondary vocational school also adopts the "adjust measures to local conditions" to carry out the nurturance education combining with the school’s own expertise, resources endowment, teaching hardware condition and students appeal, but due to in the absence of intuitive and systematic paradigm for reference, reform will inevitably encounter detours. Secondary vocational education is an important component of China’s high school education, it shoulders the important task of training hundreds of millions of high-quality workers, the qualities and skills of each secondary vocational student need to be developed through constant practice, therefore, to carry out the nurturance education to secondary vocational students, not only for students to lay the foundation of developing good personality, also it concerns with improvement and enhancement of secondary vocational schools’ teaching level under the framework of our country elementary and middle schools education for all-around development.In reality,"the central committee of the communist party of China, the state council on deepening education reform and comprehensively promote quality education decision" and main idea of "Li Lanqing about education reform in answer to a reporter" pointed out the goal of practice for the our country secondary vocational students habits education. On the other hand, Dewey’s education theory, social learning theory, all-round development theory, and nurturance education stage theory provide the theoretical direction for secondary vocational students to develop education behavior. Because the application of western classic education theory in China’s vocational education must be based on China’s specific national situation and the overall characteristics of vocational school students the habit of behavior,this thesis divides the targets of formative education for the behavioral habits of those secondary vocational school students into honesty and trustworthiness, proper courtesy, assiduous study, healthy life and self-awareness and self-control, these five dimensionalities.Through researching and analyzing those students in Wuhan finance schools, we find that the current problems among vocational students in these five aspects are relatively prominent. Specifically, those vocational students lack confidence and motivation and active learning ability with poor foundation. Many students are reluctant to accept indoctrination, cannot find suitable learning methods with serious learning-weariness minds and so on. Various bad habits among students are very common, which restricts carrying out normal education activities, but also restricts the advance of socialist spiritual civilization.As parts of causes of those problems in their behavioral habits are from themselves, there are also reasons from the community, their friends and other external environmental impacts, as well as from school education, family atmosphere, teacher-student communication, student exchanges and other reasons of education, which determines that the cultivation of their behavioral habits for secondary vocational students is a complex systematic engineering. Considering that social environment and education system problems cannot be solved in a short period, the responsibility to remit students’ behaviors deviation still has to fall on the education and teaching practices of secondary vocational schools.From the micro view, in the process of cultivating habits, teaching and learning is the body of the unity of opposites, and secondary vocational school students psychological and physiological is dynamic, so the school should adjust the means of education according to the characteristics of students in different stages of development; from the macro perspective, compared with the traditional education of our country, a new modern education should take the student as the center, and multi-subject participation, therefore, to develop the habit of nurturance education in Secondary Vocational schools needs a set of matching with the education patterns effectively support. Based on this, The cultivation of education of secondary vocational schools should be carried out from two aspects:Firstly, we should use pertinency education methods which be based on the formation mechanism of behavior and the different stage, secondly, in view of the effect of these educational methods must be built on the institutional environment, we should construct a new training mode is necessary. In this mode, student behavior initiative cultivation should be focused, and all the members and all sectors of the society participate in it.