从上世纪90年代后期开始，我国逐渐开始重视高等职业教育的发展，在进入新世纪后，我国的职业教育更是得到了迅猛发展。五年制高职是以专科学历层次高素质高技能人才为培养目标，招收初中毕业生，实施五年一贯制培养模式。五年制高职教育把培养高素质、高技能、复合型人才作为目标，并提出了德育为先的口号。 德育是教育工作中的一项重要内容，德育教育担负着培养具有较高的思想政治素质和良好职业道德素质人才的重任。随着社会的发展，人们的思想理念和价值观念都发生了较大的变化，学生所处的环境也比较复杂，传统的德育教育已经不能适应时代发展的需要，德育教育必须在内容上以及方法上等各方面加以改革以适应这种变化。 长期以来，我国广大教育工作者在德育教育的理论和实践探索方面做了大量的工作，取得了很大的成绩，但通过对榆林学院五年制高职生的调研发现，目前五年制高职德育教育仍存在着对德育教育不够重视，德育教育内容空洞且脱离学生实际，德育方法和理念缺乏创新，师资素质参差不齐，考核标准不健全等问题，针对这些问题，我们分析原因，从而找到更好解决问题的途径。 本文首先从选题背景和选题意义出发，综合整理了前人研究成果，通过对榆林学院五年制高职生的问卷调查，及网络调查，得出了结果，其次界定了德育概念及其内涵，阐述了当前五年制德育教育的现状与问题，剖析了问题产生的原因，得出了相应的对策，认为当前五年制高职德育教育创新势在必行。

In the late 1990s, China gradually began to attach importance to the development of higher vocational education in the new century; China's vocational education has been rapid development. The five-year vocational specialist education levels of high-quality high-skilled personnel training objectives, recruit junior high school graduates, the implementation of the Five Years training mode. To develop high-quality, highly skilled, versatile talents as a target, the five-year vocational education put forward the slogan of moral education first. Moral education is an important part of education; moral education is responsible for the important task of training with a high ideological and political quality and good work ethic quality talent. With the development of society, people's ideas and values have undergone a greater change, students in which the environment is also more complex, traditional moral education can not meet the needs of the times, moral education must be in terms of content and methods superior to all aspects of reform to adapt to this change. Over the years, the majority of educators in the moral education theory and practice of exploration done a lot of work has made great achievements, but through the research found that the five-year vocational students in Yulin College, the current five-year high staff moral education, there are still not paid enough attention to moral education, moral education lacking in substance from the students' practical and moral education methods and concepts to the lack of innovation, uneven teacher quality assessment criteria is not sound and other issues to address these issues, we analyze the reasons, which find better ways to solve the problem. Firstly, starting from the research background and significance of the topic, consolidate the results of previous studies, survey of Yulin College five-year vocational students, and web-based survey obtained results, followed by the definition of the concept of moral education and its the content on current Status and Problems of the current five-year moral education, analyzes the causes of the problem, draw the corresponding countermeasures that the current five-year vocational moral education innovation is imperative.