Research on teaching reform strategies of moral education classroom in secondary vocational schools under the new media environment

Abstract

The popularization of new media technologies has reshaped the cognitive patterns and growth environment of secondary vocational school students, and also posed brand-new challenges to the teaching mode, content carriers and education logic of traditional moral education classrooms in secondary vocational schools. As a core course for implementing the fundamental task of fostering virtue through education and cultivating high-quality technical and skilled personnel, moral education in secondary vocational schools urgently needs to advance teaching reform in adaptation to the characteristics of new media communication. Based on the vocational and practical education characteristics of secondary vocational education, this paper analyzes the practical significance of new media enabling moral education teaching in secondary vocational schools, sorts out four core dilemmas existing in current classroom teaching: lagging concepts, rigid content, single form and weak teaching faculty, and puts forward concrete and implementable reform paths from four dimensions: resource reconstruction, classroom empowerment, evaluation innovation and teacher quality improvement. It aims to solve the problem of insufficient effectiveness of traditional moral education teaching, promote the transformation of moral education classrooms in secondary vocational schools from one-way indoctrination teaching to immersive, interactive and normalized education, and effectively improve the ideological and moral literacy and professional humanistic literacy of secondary vocational school students.