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The effectiveness of humanistic quality education for college students depends on the combination and integration of its content and method whether or not match with the major. Based on the professional platform, deepening the inherent humanistic value and social significance of the specialty, highlighting the disciplinary orientation of explicit humanistic knowledge and cognitive education, strengthening the professional compatibility of the implicit humanistic knowledge and experiential learning, and deepening the cultivation of college students’ professional humanity character self-cultivation ability are the fundamental ways to form the effectiveness of humanistic education for college students. 1. The Basic Features and Special Mission of College Humanistic Quality Education Humanistic quality education is a complex dynamic system, which in university is only one aspect of the complex system and is a specific stage of the dynamic process. From the longitudinal view, it focuses on training students' cognition of humanistic knowledge, mastery of humanistic methods, cultivation of humanistic feelings and humanistic consciousness, which are different from family and social education. From the crosswise view, university is the senior stage where students receive humanistic quality education after primary school, middle school and high school. It focuses on the comprehensive improvement of students’ humanistic quality and self-cultivation ability. Therefore, whether the choice of educational content or the adoption of educational modes, the humanistic quality education in university should lay particular emphasis on and make some choices, so as to form a dynamic educational system with both division of labor and coordination among the previous stages or other levels of education. To be specific, the basic characteristics and special missions of humanistic quality education in university are mainly manifested in the following aspects. 1.1 Deepening and Expanding Humanistic Theoretical Knowledge Humanity quality education in primary and secondary schools focus on understanding relevant basic knowledge and universal education, promoting students' comprehensive mental development and the formation of general cultural literacy. On this basis, humanities quality education in university is to further expand and systematically sublimate through the knowledge of humanities theory, it aims to build a higher level of humanistic knowledge structure and a humanistic theoretical thinking mode with individual characteristics. In other words, humanistic quality education in universities focus on integrating and systemizing the relevant knowledge of students, so that college students can build their own knowledge structure and develop a stable mental model by means of the core conceptual framework of humanistic thinking. 1.2 Comprehensive Improvement of Humanistic Cognitive Ability Humanistic quality education in primary and middle schools focus on the cultivation of students' humanistic awareness and the imitation and recognition of normative behavior ability, so that they can develop good humanistic cognitive habits, and lay a foundation for cultivating students to be socialist successors with all-round development of morality, intelligence, physical fitness, aesthetic sense and labor. The university humanistic quality education is based on this, helping students to understand and integrate the complex relationships between basic knowledge and professional knowledge, modern knowledge and traditional knowledge, natural science knowledge and humanistic knowledge. The practical training combined with theory and practice to comprehensively enhance the self-perception ability of humanities in the face of various complex relationships or complex situations, the independent identification ability of humanistic values, the controlling ability of humanistic behaviors, and highly conscious of the humanistic significance in their major, etc. To make students grow into senior professionals with good humanistic qualities. 1.3 Cultivation of Humanistic Feelings Achievements of college students' humanistic quality education ultimately be reflected in the following two aspects: First, from the internal point of view, it is necessary for college students to develop strong humanistic feelings which are adapted to professional activities; Second, from the external perspective, it enables college students to possess and master the humanistic ability or humanistic methods to deal with the practical problems they may face. Question of humanistic methods will be discussed in the next section. In terms of the cultivation of humanistic feelings, this should be the core of university humanistic quality education. The education of humanistic quality of college students cannot be satisfied with the teaching of humanistic knowledge and the improvement of humanistic cognition ability. But on the basis of the corresponding humanistic knowledge and cognitive ability of college students, adopt various effective methods of cultivation and training to internalize them into the soul of students and transform them into their personality traits, so that they can become high-level professionals with strong humanistic feelings, and can withstand the test of practice and outstanding performance in related professional activities. 1.4 Training and Mastering of Humanistic Methods The level of individual humanistic quality is manifested in coping and dealing with various relationships with the outside world, and must be verified in these relationships before it has practical significance. At present, the most lacking of humanistic quality education for college students in China is the training of humanistic methods. The mastery of humanistic methods is more a problem of ability training than knowledge acquisition. Teaching knowledge in the class alone cannot solve the problem of mastering humanistic methods. Only through repeat various forms of practical operation and practical training can the educated master the corresponding humanistic methods to deal with practical problems. The university has the condition and should carry out such training, and students also have the ability to undertake such practical training activity. This should be one of the important missions of university humanistic quality education as the last stop of school education. Only in this way can our university develop qualified senior professionals with practical working ability for the society. 2. Problems Existing in Education of Humanistic Quality of Chinese University Students At present, although Chinese universities attach great importance to the humanistic quality education of college students and have achieved a series of gratifying results. But there are also some common problems that seriously affect the actual effect. 2.1 Unclear Positioning Problem Faced with different educated people, the choice and setting of content, methods and specific goals of humanistic quality education should undoubtedly be different. However, at present, humanistic quality education in China adopts a highly unified education model. As far as the humanistic quality education of college students is concerned, not only the content and methods of education in different majors are completely identical, but even in addition to the amount of knowledge given on the difference, compared with primary and secondary schools, it is hard to talk about the substantive differences between college students humanistic quality education. What kinds of humanistic quality education goals should be established in view of the psychological and physiological characteristics of college students, the stage of personality development, and their requirements for the growth of professionals in different fields? What kinds of educational contents should be choosing? What kinds of specific education methods should be used? These issues concerning the orientation of humanistic quality education for college students must be clearly defined, which is not only seriously lacking in theoretical research, but also generally ignored in practice. The stereotyped humanistic quality education, which is caused by unclear positioning and from the primary school to the university, is not specific and loses professional affinity. It is difficult to arouse the interest and self-consciousness of humanistic quality learning and cultivation for college students. The more such education is given, the more it will cause the cognitive fatigue and rebellious psychology of the educated, and the practical effect of the humanistic quality education for college students is seriously eliminated. 2.2 Emphasize Teaching and Neglect Educating People Human diathesis is essentially a question of self-cultivation. The humanistic quality education for university students is ultimately to educate them how to conduct themselves and how to be an allround development person and responsible for society. Humanistic quality education focuses on educating but not teaching, leading the teaching with education is the fundamental way for college students to achieve effective results in humanistic quality education. Focusing on education, it is necessary to take university students as the center and fully respect their principal status. The responsibility of teachers lies in the combination of relevant knowledge teaching, guiding and helping them to appreciate the value of life, understanding the social significance of the major and their own responsibility, gradually developing excellent humanistic quality and individual psychological quality, and shaping perfect personality. However, the humanistic quality education of college students in China is too much emphasis on the teaching of teachers. It emphasizes teaching of pure theoretical knowledge in class. It has little effort in the self-cultivation of student-centered humanistic quality and lacks effective cultivation methods.

Based on the Professional Platform to Enhance the Effectiveness of the Humanistic Education for College Students