Research On The Cultivation Of "Craftsman Spirit" Of Vocational Students

"Craftsman’s spirit" is one of the professional ethical qualities urgently needed in all walks of life in society,and it is also a necessary professional quality for students to base themselves on the long-term development of society.As an important carrier for imparting vocational skills and cultivating students’ professional qualities,secondary vocational schools bear the important task of cultivating students’ " Craftsman’s spirit " and play an important role in improving students’ professional outlook.Tracing the origin of the "Craftsman’s spirit" and understanding the actual situation of cultivating students’ " Craftsman’s spirit " in secondary vocational schools is also an important research field of the basic theory of education.Therefore,this research is based on the cultivation of the " Craftsman’s spirit " of vocational students from the perspective of basic education theory and moral education.The thesis takes the four secondary vocational schools in Chongqing and the teachers and students in the four secondary vocational schools as the main research objects,using the literature research method,the field investigation method and the questionnaire survey method.First of all,the historical origin of the craftsman culture of our country is traced,combined with the background of the times and the characteristics of foreign professional ethics,to explore and interpret the characteristics of the craftsman spirit of our country.On this basis,the research is cut from the perspective of moral education,based on the requirements for the cultivation of professional ethics of students in the "Syllabus of Moral Education for Secondary Vocational Schools(Revised in 2014)" issued by the Ministry of Education,and combined with Xi Jinping’s spirit of model workers,labor spirit,and craftsmanship.The important speech of spirit,and the research framework of scholars with a wide range of influence,this article has determined the investigation and research from the three aspects of the cultivation content,cultivation methods and cultivation effect of the " Craftsman’s spirit " of secondary vocational schools.Through the survey,the wisdom and deficiencies of the current four secondary vocational schools in Chongqing in cultivating students’ " Craftsman’s spirit " are presented,and combined with the experience of Japan and Germany in cultivating students’ professionalism,the social,school,and family attributions are made,and finally put forward in a targeted manner countermeasures and suggestions.The study found that the current four secondary vocational schools in Chongqing have the following characteristics in cultivating students’ " Craftsman’s spirit " : First,the value of the cultivation’s content is strong and the overall ideological and political literacy of secondary vocational students is positive,but the cultivation’s content lack of balance;Secondly,there are wide and diversified training channels.Vocational schools have a strong awareness of expanding training methods,but the training methods are not targeted and in-depth.Third,the training effect shows that the four schools attach importance to the improvement of student’s skills and ignore to improve the professional cognition of student to a certain extent.The thesis believes that the current vocational schools to cultivate students’ "Craftsman’s spirit " not only need to play the role of the main channel of school education,but also can learn from the cultivation experience of countries that practice professional ethics in Japan and Germany,and combine the history,culture and background of our country’s craftsmen.Think about the cultivation of students’ " Craftsman’s spirit " as follows: First,inherit the culture of craftsmanship,and create a social atmosphere that respects labor and advocates skills in daily life;second,improve the cultivation methods and enrich students’ practice forms in the construction of school culture;Third,the family,school,and enterprise are linked to promote the integrated implementation of professional ethics education.