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In order to better study the implementation of Civics and Politics in management majors in higher vocational colleges and universities? Course Civics? s current situation, this questionnaire survey is conducted. The article for the problems found in the survey, according to the characteristics of different student segments to carry out different? The article focuses on the problems found in the survey, from carrying out different courses based on the characteristics of different students. The article gives opinions and suggestions on the issues found in the survey from the characteristics of different students, the current political topics as a breakthrough to enhance students' political awareness, enriching teaching content, innovative teaching methods, strengthening practical teaching to enhance students' vocational ability, and the establishment of a more complete management system and mechanism.　　　

I. Ideas and methods of investigation and research

1. Background of the investigation and the formulation of the problem

? Curriculum Civics? was first advocated and practiced by universities in Shanghai in 2014. after the National Conference on Ideological and Political Work in Colleges and Universities was held in December 2016, some colleges and universities outside of Shanghai also began to implement ? The curriculum of ideological and political work of universities was also implemented in some universities outside of Shanghai. In 2018, the program was launched. In 2018, the curriculum of Civic and Political thought has entered the higher vocational colleges and universities. boom entered higher vocational colleges and universities.

? Curriculum Civics and Politics? is not a new course, but an educational concept. It is the school opened all kinds of courses and ideological and political theory education courses in the same direction, the formation of synergistic effect, the ? Establishing morality and educating people? as the fundamental task of education, and is committed to cultivating high-quality talents with both virtue and ability. And the educated people in? Curriculum Civics and Politics? The feelings and experiences of the educated in the implementation process will directly affect? The value and effectiveness of Civic Politics in the curriculum. value and effectiveness. Therefore, the purpose of this paper is to understand the implementation of Civic Politics in the classroom teaching of management majors in higher vocational colleges and universities. Civic politics in higher vocational college management majors in classroom teaching. and the current situation of students' understanding of? Civic Politics in the Curriculum? so as to pave the way for the revision of talent cultivation programs and curriculum standards, and for the professional courses of ? Civics of the Curriculum The teaching reform of the professional courses to lay a solid foundation.

2. Survey and research object and method

The survey object is the students of three grades of three majors of urban rail transit operation management, e-commerce management and logistics management in a higher vocational college in Heilongjiang province. The survey was conducted by questionnaire sampling, with 120 students*** participating in the survey, 115 valid questionnaires, and a sample validity rate of 95.8%.

3. The design of the questionnaire

The article is mainly from the perspective of the professional course of study, so the design of the questionnaire questions is mainly to professional course teaching as a background, to investigate the higher vocational colleges and universities management professional? Course Civics? s implementation and students' understanding of? Course Civic Politics? attitudes, views. The questionnaire *** set 25 questions, of which 18 single-choice questions, 6 multiple-choice questions, 1 subjective questions and answers. The survey questions are mainly related to the following aspects: students' personal situation, political awareness and value recognition, satisfaction with the integration of Civics content in the teaching of professional courses, and opinions and suggestions on teachers' teaching content and teaching methods.

Second, the results of the survey and statistics and the problems found

Analysis of the data obtained from the sample survey found that: students are interested in the ? Course Civics? is recognized, but students of different school segments present different learning needs, while their thinking is easily influenced by social opinion, the teaching content and teaching methods also have a certain gap between supply and demand. (1) Higher vocational students are interested in the current? Curriculum Civics? reform status quo is relatively satisfactory, which is reflected in the students' attitude towards the Civic and Political reform, the acceptance of Civic and Political content in specialized courses, the ? Curriculum Civics and Politics? s attitudes toward the Civics and Politics reform, their acceptance of Civics and Politics content in their major courses, their listening status and sense of learning acquisition before and after the reform, and the changes in their learning interests. The survey shows that: answers to ? How well do you accept the Civic and Political content in the courses where Civic and Political content has been arranged? 67.2% of the respondents chose ? Very interested? ; Answer? After the reform of combining specialized courses with Civic and political affairs, how do you feel about your learning? 73.6% of students chose ? More interested in learning, learning something, learning something, learning sense of acquisition significantly improved? Answer? Has the combination of specialized courses and Civics and Politics increased your interest in learning specialized courses and Civics and Politics? 81% of the students chose ? Yes. However, the concern and satisfaction of students in different grades are different, and the concern and satisfaction of third-year students who have experienced internship and social practice are significantly higher than that of first-year freshmen. (2) Higher vocational students are y influenced by the content of Civics and Politics in their professional classes.? What are the aspects of classroom learning that you are more concerned about? : 74.5% choose? Social life? , 60.7% choose? Specialty-related content? and 58% choose? current political hot topics. This shows that they are interested in various aspects of learning content, but pay the most attention to social life and the content of their majors. Because these two aspects can enrich the knowledge reserve and broaden the horizons, and help students understand more about the society and integrate into the society. (3) Higher vocational students' thoughts, feelings and values are easily influenced by reality.? What education do you think has the greatest influence on the cultivation of patriotic sentiment? : Selection? Social opinion orientation? 49%, choose? Textbook knowledge education? 37%, choose? Family influence? accounted for 14%. This shows that their patriotic sentiment is most likely to be influenced by social opinion, followed by textbook knowledge education and family influence. This result exceeds the teachers' initial expectation, which had been that school education had the greatest influence on them. (4) There is still a big gap between the content of Civics in higher vocational classroom teaching and students' expectations. On the one hand, students are eager to gain more knowledge and receive more education from the reform of Civic and Political reform in professional courses, on the other hand, the proportion of Civic and Political content in professional courses is relatively small, which is difficult to meet the students' expectations of ? Course Civic and Political? s expectations. (5) Higher vocational students have relatively little time and opportunity for practice. Most of the students think that they prefer to get more practice time and practice opportunities than theoretical knowledge. Therefore, two-thirds of the students are eager for the improvement of teaching methods, and at the same time, they prefer practice and interaction in the specific methods of improvement.

III. Suggestions for Improvement

1. Based on the characteristics of students of different school years to carry out different ?

From the data obtained from the survey, it can be seen that students of different grades are interested in? The attention and satisfaction of students in different grades are different, so higher vocational colleges and universities have to carry out different kinds of "Civic Politics" in different academic segments. Course Civics. The courses offered in the first year are mainly public **** courses and professional basic courses, and the school can start from improving students' comprehensive quality, focusing on the cultivation of students' will quality, humanistic quality, and sound personality, etc. The courses offered in the second year are mainly professional courses. The courses offered in the second year are mainly professional core courses and core courses, and the school can focus on educating students' professionalism and ideological and political education, and cultivate their political sensitivity and love for the country while improving their professional ability. The third grade is mainly for internship and social practice, the school can combine the typical cases of social practice and specific vocational environment for students to carry out the education of love and respect for work and the cultivation of craftsmanship, enhance the students' sense of responsibility to the country and society.

2. Enhance students' political awareness by taking current political topics as a breakthrough

The real world is full of all kinds of temptations, and as young people growing up in the age of the Internet, they come into contact with a large amount of information in the online world every day, and at the same time, their values and thinking have not yet fully matured, and they can easily be misled. Therefore, in the face of the diverse and complex world, senior teachers should teach professional knowledge at the same time, appropriately introduce current political hot topics, increase students' attention to current political topics, guide students to learn to think rationally, so that they can distinguish between right and wrong, clear political position, and enhance political awareness.

3. Enriching teaching content and innovating teaching methods

The traditional teaching content of professional courses is relatively single, and the teaching methods are relatively simple, while the ? The course Civics? Teachers are required to organically combine professional knowledge and political content in the teaching process, and to educate and guide students on their worldview, outlook on life and values while imparting professional knowledge. Therefore, teachers should explore the combination of professional knowledge and Civic-Political content according to different teaching contents, and increase the capacity of classroom teaching. To take effective teaching methods, such as case study method, situational simulation method, thematic display method, etc., in order to enable students to receive professional knowledge at the same time, subconsciously by the ideological enlightenment and moral education.

4. Strengthening practical teaching to enhance students' vocational ability

Practice is the only standard to test the truth. Higher vocational teachers should actively build platforms and create opportunities for students' practice to meet the needs of students' self-development and self-realization. Of course, students themselves should also make full use of club activities, classroom speeches and discussions, and other reachable practice opportunities to exercise themselves, accumulate experience and enhance their abilities.

5. Establish a more complete management system mechanism

To take the three key elements of teaching materials, teachers and teaching as the core, establish ? The curriculum of Civics? Teachers should organize the development of teaching materials that can fully embody the concepts of the "Civics and Politics of the Curriculum". The school-based teaching materials that fully embody the concept of "Curriculum Civics and Politics" are used as the carrier of ideological and political education for students. They should actively explore the relationship between professional knowledge and the ideology and politics of the curriculum. The best combination of professional knowledge and the ideological and political education of the curriculum should be actively explored. The best combination of professional knowledge and curriculum ideology and politics should be actively explored to enrich one's knowledge reserve to meet the diversified learning needs of higher vocational students. Higher vocational colleges and universities should establish a supervisory evaluation system to put teachers'? The implementation of curriculum Civics and Politics should be included in the performance evaluation. implementation into performance assessment, so as to make a clear distinction between rewards and punishments. It is necessary to further strengthen the construction of the faculty and improve the level and ability of teachers to educate people through teacher training and teacher moral assessment for the ? Curriculum Civics? provide a strong guarantee.

References:

[1] Gao Deyi, Zong Aidong. Curriculum Civics and Politics: The Inevitable Choice of Effectively Playing the Role of the Classroom as the Main Channel of Nurturing People [J]. Introduction to Ideological Theory Education,

[2]Sun Jie, Chang Jing. Colleges and universities to strengthen? Curriculum Civics? Construction of realistic path choice [J]. China Higher Education

[3]Li Feng. To the course of the soul: the focus of the construction of college curriculum ideology and politics [J]. China University Teaching

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