The Secondary Vocational Student School-weary Psychology Causes And Countermeasure

On the basis of studying the causes for students'Learning Weariness of Secondary Vocational School, the thesis attempts to supply some effective strategies to deal with psychological problems of the students'Learning Weariness in Secondary Vocational SchoolSome documents related to the research have been collected and assorted, such as Reinforcement Theory, Need theory, Cognitive, Bias theory, Attribution theory, Prospect Theory and so on. The "Learning Weariness" was defined, and the definition of the hared-for-schooling psychological problems was given on the basis of some psychological theory. The performance of their learning weariness have been generalized and analyzed according to the theory and the performance. The researcher herself designed questionnaire, developed psychological test battery and made an interview outline. The survey was carried out in the population of 1800 enrolled students of six secondary vocational schools in Loudi Region. On the analysis of the investigation result, Causes for the students'learning weariness can be attributive to four resources:school, family, society and themselves. Main factors of causing their learning weariness are non-intellectual such as learning motivation, learning cognition, learning emotion, learning interest and learning will.The researcher have made difference comparison to every sort of factor of learning weariness, and every sort of factor of learning weariness in gender respectively. Further more, the researcher made a discrepancy comparison of learning weariness in gender, in in-school study time, in their different specialties, in school achievement. Based on the survey and analysis, the researcher tried to effectively solve the problem of learning weariness. First of all, the students'intrinsic or extrinsic motive mechanism should be inspired and enhanced. School administration and teachers should make their efforts in the six following:improving their psychological quality further and developing their healthy and optimistic belief, optimizing their knowledge structure, creating teaching methods and enhancing their learning interest, focusing on the cultivation of the non-intellectual quality, integrating learning and happy emotion experience, guiding the students to analyze the attributives of their psychological problems, developing their self-efficiency.