The Research On The Anti-stereotype Information To Improve The Secondary Vocational Student’s Self Stereotypes

The secondary vocational student’s is a special group.In the external opinion,the secondary vocational students have poor grades,hadn’t studied hard enough,had inappropriate learning method,had bad behavior habit and many other problems. To explore whether the secondary vocational students internalized evaluation as part of the ego to the outside world, this study will from three aspects: compared with high school students of the same age, to explore the secondary vocational student’s special state of self-awareness, to explore whether outsides stereotypes will be internalized.To explore the method to improve the secondary vocational student’s Self-stereotyping, and to verify that the anti-stereotypical information can improve secondary vocational student’s self-stereotyping. To explore the educational mode being improved by anti-stereotypical information in secondary vocational school and the degree of impact of the mode.This research methods: n the first experiment, questionnaires and the interviews were used to collect the external evaluation of the secondary vocational student. And statistical analysis was carried out on the words collected in the area of familiarity、the quality of word、the degree of compliance to the secondary vocational student. In the second experiment, the implicit association test(IAT) was used to explore the existence of the secondary vocational student Self-stereotyping, and at the same time implicit association test results of high school students were collected.In the third experiment, the implicit association test was used to explore whether the anti-stereotypical information will affect the secondary vocational student’s self-stereotyping. Experiments adopted completely random grouping. 60 subjects were divided into experimental group and controlled group. Experimental group accept the anti-stereotypical information before the implicit association test.Controlled group did not accept intervention. The test that experimental group and controlled group whether have pnificant difference was been given.In the fourth experiment, effect of the group training were tested followed by experiment 3.Experiment adopted complete randomized method, randomly divided 60 subjects.into experimental group and controlled group. The experimental group received group training, while controlled group did not. Group training scheme aimed for providing complete information, mainly included correcting cognitive biases, improvingself-awareness. Before and after group counseling, participates were required to have the implicit association test on the purpose of examining the effect of group counseling.The results of this study:(1)In the first experiment, 9 positive words and 9negative words with high familiarity evaluated for students of secondary vocational school were collected.(2) In the second experiment, it found that react time of incompatible tasks for the Secondary vocational students was obviously longer than that of compatible tasks, whereas there was no pnificant difference in group of high school student.(3)From the third experiment, the experimental group’s effect value of the implicit association test(the difference value of IAT between incompatible tasks and compatible tasks) was pnificantly lower than the controlled group.(4) In the fourth experiment, there were pnificant differences between data of pretest and post test for experimental group,and there was no pnificant differences for controlled group. Experiments also found that Self-stereotyping always existed.The conclusion of this study:(1) The Secondary school student has the negative stereotype.(2) the anti-stereotype information can improve the secondary vocational student’s self stereotypes.(3) group training aimed for providing anti- stereotyping information can improve the secondary vocational student’s self stereotypes.