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访谈发现,课程活动、教师示范和校园环境是职业精神教育的有效途径。就课程活动而言,主题人文活动和专业课程活动是主要教育载体,两类课程活动在实施过程中由于缺少培育标准和内容,教育效果并不理想。就教师示范而言,教师的职业精神主要通过对教育环境的主体性、教育对象的主体性和自身主体性三个层面来显现,师生互动的内容与频次则主要与教师所从事的专业或岗位有关。就校园环境而言,物质环境、制度环境和精神环境是营造职业精神培育氛围的三个层次。如何实现三个层次之间的协同育人,并充分挖掘每一层次中所蕴含的职业精神的教育意义尚需思考。
Interviews found that curriculum activities, teacher demonstrations and the campus environment were effective ways of vocational education. In terms of curriculum activities, thematic humanities activities and professional curriculum activities are the main educational carriers. The education effectiveness of these two types of curriculum activities is not satisfactory due to the lack of training standards and content. As far as teacher demonstration is concerned, the professionalism of teachers is mainly manifested in three aspects: the subjectivity of educational environment, the subjectivity of educational objects and the subjectivity of their own. The content and frequency of interaction between teachers and students are mainly related to the major Job related. In terms of the campus environment, the physical environment, the institutional environment and the spiritual environment are the three levels that create the atmosphere of professionalism cultivation. How to realize the coordinated education between the three levels and to fully tap the educational significance of the occupational spirit contained in each level remains to be considered.