Investigation And Intervention Study On Self-identity Of Secondary Vocational School Students In Shenzhen

As a type of education,vocational education is very different from ordinary high school education.In addition to the pressure of public opinion on "losers from the middle school entrance examination",students of vocational education also have to face complex issues such as internships and employment earlier.Workplace relations.In recent years,the State Council has promulgated a series of policies emphasizing the importance of cultivating "technical talents,skilled talents and compound talents".A positive sense of self-identity is not only a necessary quality for highly skilled talents,but also a career development and adaptation for vocational students Social requirements.The majority of secondary vocational students entering vocational schools are not subjectively willing,but because of factors such as the results of the entrance examination.After entering the vocational school,they experienced severe sense of loss and unrecognition,which caused them to have some psychological problems to varying degrees,mainly manifested in negative self-identity,low learning efficiency,lack of emotional belonging,etc.,and then showed irritability,jealousy,Bad psychological problems such as slack.Therefore,in order to cultivate "technical talents,skilled talents and compound talents" in secondary vocational schools,it is necessary to pay attention to the self-identity deviation prevailing in secondary vocational students,and then guide them to establish a correct outlook on life,world outlook and values.As an immigrant city in Shenzhen,its ordinary high school degree has been seriously inadequate for many years.In addition,the entrance examination policy is different from other regions.This has caused a large number of children who have moved with it because they do not meet the Shenzhen entrance examination policy and can only study in vocational schools.According to the statistics of the Shenzhen Municipal Education Bureau,the number of admissions to various vocational schools in Shenzhen in 2019 has climbed to more than 42%of the number of senior high school entrance examinations.Although many vocational school students in Shenzhen(hereinafter referred to as secondary vocational students)achieved good results in the entrance examination,they also chose to enter vocational schools because of various factors.Many students have taken a lot of psychological pressure from the beginning of enrollment.In summary,the following concerns arise:Will secondary vocational students affect their self-identity due to discrimination and prejudice by public opinion,as well as other negative effects caused thereby?This research hopes to set up intervention methods to try to guide students to achieve positive self-identity,and then mobilize students' initiative and enthusiasm for learning,and establish a correct career development plan.This research explores the self-identity of Shenzhen secondary vocational students through a questionnaire and interviews that last for three years.In this study,1115 students from 2016 grade and 1228 students from 2017 grade were selected as the research objects in this study.The interdisciplinary majors include nine majors such as automotive application and maintenance,cooking,accounting,and e-commerce;2017113 students in grades are the experimental objects,and the students are in the first and second grades of vocational school.The data of this study was obtained using a questionnaire method,and an authoritative psychological evaluation scale was selected to test the research subjects.Through eight surveys in four years,the group level of self-identity of the research subjects was obtained.SPSS analysis was performed on the obtained data.After that,observe the data differences of each group,analyze and explore the basic situation of students,combine the school and the actual situation of students,and try to formulate a series of group counseling courses according to the status of students' self-identity.Divide the research object into the experimental group and the control group,and after the group counseling test of the experimental group,observe whether the course activities can improve the level of self-identity of the students in the experimental group,and then develop an effective level of self-identity for students Group tutoring courses.