Zhao Bingang1, Feng Sihan1, Du Xueyuan2
1School of Education and Psychological Science, Sichuan University of Science & Engineering, Zigong, China
2Sichuan Institute for Advanced Study on Culture and Education, Sichuan Normal University, Chengdu, China
Non-intellectual factors are the core dimensions of human comprehensive quality, which is the key link to enhance the effect of talent cultivation in vocational education in China. However, the cultivation of non-intellectual factors of secondary vocational students faces three major challenges in the current Chinese context: firstly, the inherent cognition of vocational education in the social and cultural context creates a psychological obstacle for students to accept and value their learning; secondly, compared with ordinary high schools, secondary vocational schools are still insufficient in terms of teacher deployment and educational equipment, which affects the quality and diversity of teaching; finally, given the physiological and psychological development characteristics of secondary vocational students, they tend to show deficiencies in the areas of emotional communication, value stability, and social skills, which hinder their personal growth and career development. In order to cope with the above problems, specific cultivation strategies should be based on the five dimensions of government, schools, teachers, families and students. It is necessary to build a new vocational education framework that emphasizes the integration of knowledge and skills, optimize the education evaluation system that reflects the development of non-intellectual factors, enhance the educational awareness and competence of teachers who can guide and inspire students, deepen the collaboration between home and school that can provide a supportive environment for students, and stimulate the intrinsic learning motivation of students that can drive them to pursue excellence.
secondary vocational students, non-intellectual factors, comprehensive quality, cultivation strategy
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