Value Education and Practice Pathways in Vocational College Training Classroom

Emphasizing the cultivation of emotions, attitudes, and values in vocational skills education, as well as integrating the core socialist values into vocational education, has become an important trend in teaching reforms at vocational colleges in China. As a significant domain of vocational skills education, the practical training classroom aims to achieve value goals that should be followed or possessed by students for their future skill learning and service to society. These goals are crucial components of students’ individual worldviews, life views, and values. Value education in practical training classrooms at vocational colleges features particularities in educational content, methods, and evaluation approaches. Vocational college teachers, as designers of value education courses, expressers of value viewpoints, and evaluators of the effectiveness of value education, need to design value education scenarios, seize opportunities for value education, continuously enhance their ability to express value viewpoints, serve as role models, construct a value education field in practical training classrooms, and promptly evaluate the effects of value education.