The Current State And Improving Strategy Of Self Identity And Learning Burnout Of Secondary Vocational Students

Vocational education takes on the responsibility of training high-quality and high-skilled people,which is an important part of the education system of our country.And a high level of self-identity and a strong sense of learning enthusiasm of the secondary vocational school students are the important factors to realize the goal of vocational education. Based on the researches on self-identity and learning burnout at home and abroad, taking “the Adolescent Ego Identity Scale” and “the Teenagers Learn Burnout Form” as measurement tools, this researcher makes a questionnaire survey on487 students from different majors and grades in a vocational school in Rugao, Jiangsu Province, then make a date processing with the help of SPSS. The researcher conducted interviews with 11 teachers and 16 students on students' self-identity as well as learning burnout and gains much on its influencing factors and coping strategies.After in-depth analysis and discussion, the researcher makes a conclusion, which can be explained from the following two aspects:First, the status quo of self-identity and learning burnout of secondary vocational school students1 vocational school students' self-identity scores are generally low, and there are significant differences in different classes, grades, genders and majors.2 vocational school students' learning burnout scores are generally high, and there are significant differences in different classes, grades, and professional, but there is no significant difference in gender.3 there is a significant negative correlation between self identity and learning burnout of the secondary vocational school students. The predicted effect of self-identity on learning burnout is significant, and the level of self-acceptance can significantly affect the degree of learning burnout.Second, the coping strategies to improve vocational school students' selfidentification and learning burnout1 social level–from the macro, the government should increase publicity and investment, and optimize the social environment of Vocational education. Namely, the government should correctly guide public opinion, and improve the social status of the secondary vocational schools. Government must take measures to reach the goal, such as, supporting vocational education, perfecting the supervision system, promoting the secondary vocational education, changing the low education status; purifying the social environment for employment and improving the vocational employment market.2 school level–school must improve the quality of education and teaching, and ensure a healthy campus that the students can grow healthily. That is, the school should strengthen curriculum management, ensure the quality of teaching, strengthen the management of teachers, improve the teaching abilities of teachers, strengthen the management of students and enrich the content of education and teaching.3 students level–teachers should help students foster confidence in learning, and optimize the psychological mechanism of the students. That is, teachers should help students to change their own ideas; students should recognize themselves, recognize the reality; students should establish learning confidence, and create a positive and healthy peer relationship.4 family level–family-school cooperation should be strengthened. Teachers can help parents to form the proper concept of family education, and create a harmonious family atmosphere. That is, the expectations of parents to children should be moderate;family environment should be optimized; family and school communication should be strengthened.