The Stereotype Of Tuition-free Normal College Students And Improving Strategies For It

Since 2007, the State Council decided to carry out free education for the tuition-free normal students studied in the Normal Universities which are directly subordinate to Ministry of Education. Our Central China Normal University is one of the six universities where this policy was earliest implemented. After the relevant policies was issued and carried out, social concerns was started to be widely paid to the group of tuition-free normal students who carries the state expectation to improve the current situation of imbalanced education resources and facilitate educational equality and will have a significant and profound influence on the development of domestic basic education in the future (Zhang yan, Zhang Xiaohui,2011). However, according to the foreign researches on the group of normal students, the public seems to always to have a negative stereotype on normal students, which is related to abilities. What’s more, this kind of negative stereotype even once affected their regular studies and lives (Ihme, 2014).As an application-oriented postgraduate, I hope to identify problems in real life and then specifically solve them using theoretical knowledge. Thus, the designs for research 1 and research 2 both aims to put forward some plans to change the negative stereotype on the tuition-free normal students in a better way. In research 1, an investigation was carried out among the 200 students studying in a university in Hubei province using Intensity Questionnaire of Negative stereotype on tuition-free Normal College Students previously compiled. According to their assessment about the features of tuition-free normal students, vocabularies of traits like "lack of enterprising spirits" and "remote areas" were used at the level of significance (p<0.01). It shows there is indeed a public negative streotype on tuition-free normal students. In research 2,200 students were also investigated. But the assessment was made from 2 dimensions of competence and warmth with the scale of 27 kinds of traits compiled by Fiske. The results show that the vocabularies of traits like "passive" and "gullible" were used at the level of significance (p<0.01) and further account for the existence of this negative stereotype related with competence among the domestic tuition-free normal college students.When the problem was identified, what we should do is to work out proposals and measures to solve it. The proposals and measures should be adopted by 2 parts:one is the part of colleges; the other one is the part of tuition-free normal students themselves. About the proposals and measures adopted by colleges, there are 4 points:(1) To change the negative stereotype on tuition-free normal students by using incremental view of ability, such as lack of enterprising spirit, passive and gullible and lack of independent thinking, are not definitely fixed and they are able to eliminate the adverse impact caused by the negative stereotype as long as tuition-free normal students are willing to make effort and brave to face the challenges. (2) To eliminate the adverse impact caused by the negative stereotype by role models, which means to resist against the adverse impact caused by the negative stereotype through the power of the group model among the tuition-free normal students. (3) To waken the adverse impact caused by the negative stereotype by external attribution which means to help free-charge normal students to relieve their pressures to attribute the anxiety under the situation pressure to external environment factors. (4) To change the negative influence by encouraging the students to affirm their values which means that tuition-free normal student avoid the adverse impact caused by passive factors through affirming their own strong points and self-values. About the measures adopted by tuition-free normal students themselves, there are 2 points:(1) To cope with the negative stereotype by improving the sense of self-efficacy. The training methods include:elevating efficacy expectation, using vicarious experience and verbal persuasion with factual evidences. (2) To cope with the negative and stiff impression by technique of mindfulness-based stress reduction for which the detailed programs were included in this paper.