A Case Study On The Development Of Students' Self-identity Under The Influence Of Super Middle School Education

The education of "super high school" has always been a hot issue of social concern.Supporters believe that "super high school" gives poor students the opportunity to receive higher education,while opponents call "super high school" as "sweatshop for college entrance examination" and "test machine" for students trained by "super high school".The focus of the debate is whether the education of "super high school" is beneficial or harmful to students.The focus of this study is on the development level of students' self-identity in "super high school".Self-identity means that in the process of personality development,people must think about all the information they have,including information about themselves and society,in order to determine who they are and their position in the social group.The development of self-identity is the core task of high school students' psychological development.This paper uses narrative research method to conduct in-depth interviews with four graduates with "super high school" learning experience.On the basis of detailed analysis of textual data,the following conclusions are drawn:(1)Some "super high school" graduates can think about what kind of person they want to be in high school,and make plans according to their strengths and weaknesses,adjust their goals.Once the goals are set,they will mobilize all the positive factors around them to work hard for the goals.Such students belong to the acquisition of identity.Other "super high school" graduates in high school,although they also work hard to explore and try new things,have not formed a specific and clear goal for their future,and have not considered maturely what kind of person they want to become in the future,so they belong to the delayed identity.Some graduates do not fully consider all kinds of possibilities and do not carry out adequate practical activities when setting goals in high school.Instead,they accept the demands and suggestions of their parents and teachers and follow the life goals and lifestyles established by their parents.These students belong to the same type of premature closure.Wang Jun was similar to Gao Xin in high school.He had no time to pay attention to the precise time management in school.During this period,he also belonged to the state of delayed identity.(2)School system norms,campus cultural atmosphere and school management mode all affect the development of students' self-identity,but a person's self-efficacy plays a decisive role in the development of self-identity,which explains why students who are also educated by "super high schools" have different self-identity status.(3)Super High School has both positive and negative effects on the development of students' self-identity.Strict management of "Super High School" can effectively prevent the role confusion mentioned in Erickson's theory of personality development stage,but this kind of management method which plans time to minutes makes it easy for students to give themselves to the school completely from the heart,according to their words,"follow the pace of the teacher",which is very easy to form the identity early closure as Marcia said.