职业院校特色德育活动实践路径体系研究

Research on the Practical Path System of Characteristic Moral Education Activities in Vocational Colleges

摘要: 职业教育坚持“德技并修”核心育人导向，特色德育是落实立德树人根本任务、培育高素质技术技能人才的关键载体。当前国内职业院校德育普遍存在育人场景衔接断层、专业特色挖掘不充分等现实问题。本文以北京农业职业学院德育实践为样本，构建“课程育德、社团润德、以赛强德、实践砺德”四力贯通闭环德育体系，配套完善学生需求调研、多元量化评价两大支撑保障机制。该体系打通课堂教学、校园文化、技能竞赛、基层实践四大育人场景，精准匹配学生思想塑造、专业成长、社会实践、素养提升等多维发展需求，有效解决德育实效不足问题。研究立足涉农职业院校办学属性，从深化专业特色融合、健全长效量化评价、拓宽学情调研维度提出优化实施对策，为同类院校提供可复制的德育实践方案。

Abstract: Vocational education adheres to the core educational orientation of simultaneous cultivation of morality and technical skills. Characteristic moral education serves as a key carrier for fulfilling the fundamental task of fostering virtue through education and cultivating high-quality technical and skilled personnel. At present, moral education in vocational colleges nationwide is generally confronted with practical problems such as disconnection between educational scenarios and insufficient exploration of professional characteristics. Taking the moral education practices of Beijing Vocational College of Agriculture as a research sample, this paper constructs a closed-loop moral education system featuring four integrated dimensions: moral cultivation through curriculum, moral edification via student associations, moral refinement by competitions, and moral tempering in practice. Two supporting guarantee mechanisms, namely student demand research and multi-dimensional quantitative evaluation, are established to complement the system. This system connects four major educational scenarios including classroom teaching, campus culture, skill competitions and grassroots practice, precisely meets students’ multi-dimensional development demands covering ideological shaping, professional growth, social practice and comprehensive literacy improvement, and effectively addresses the insufficient effectiveness of moral education. Based on the school-running attributes of agriculture-related vocational colleges, this study puts forward optimized implementation countermeasures from three perspectives: deepening the integration of professional characteristics, improving long-term quantitative evaluation and expanding the scope of student situation research, so as to provide replicable practical schemes of moral education for similar colleges.