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我国加入 WTO 以后,教育对象的职业动机、职业目的、职业理想、职业行为、职业生活内容都会出现更多新特点。首先,就是我们的教育对象,有了更大的职业选择空间,选择职业的动机更加多样。其次,人们的自主意识、竞争意识、效率意识、民主法律意识不断增强,思维活跃,新观念,新思想不断地产生。人们的工作方式、生活方式、价值取向、生活观念以及文化的需求会更加多样。这些变化带来了人们思想、行为方式的多样化、主体化、价值取向的务实化。人们的思想和行为特征,从群体化特征更趋向个体化。而随着物质生活日益改善,业余时间的增加,人们的业余精神生活比重加大,生活的兴趣和爱好也更加广泛,加之文化程度的普遍提高,人们必然会有更多的精神文化需求,对职业道德教育的选择性就更强。教育对象的上述新特点,为职业道德教育提出了新问题,带来了新挑战。
After China’s accession to the WTO, more new features will emerge in the vocational motivation, professional purpose, professional ideal, professional behavior and professional life of educational objects. First of all, it is our education target. With more career choices, motives for choosing a career are more diverse. Second, people’s awareness of autonomy, competition, efficiency, democracy and law continue to increase awareness, active thinking, new ideas, new ideas continue to arise. People’s work style, lifestyle, value orientation, life concepts and cultural needs will be more diverse. These changes have brought about the diversification, subjectivity and pragmaticization of values of people’s thinking and behavior. People’s thoughts and behavioral characteristics tend to be more individualized from the characteristics of collectivization. With the improvement of material life and the increase of leisure time, people’s proportion of amateur spiritual life increases, their interests and hobbies are also more extensive. In addition, with the general increase in the educational level, people will inevitably have more spiritual and cultural needs. The choice of professional ethics education is even stronger. The above new features of educational objects have raised new problems for professional ethics education and brought new challenges.