Interpersonal Communication And Self-identity Of High School Students

The interest in high school students 'self-identity and interpersonal communication problems stems from the researchers' attention and thinking about social events.The social events of high school students' depression suicide and school violence led researchers to find that the interactions of high school students with their parents and peers produced negative self-concepts,which made it difficult for students to produce life values and meaningful self-identity,then in the face of stress and emotions,students in adolescence then chose inward depression,suicide,or outward violence.Furthermore,under the consideration of social events,paying attention to the interpersonal communication and self-identity of high school students can provide an empirical basis for the study of high school students' learning adaptation,student campus life,youth subculture and other related fields or topics and the possibility of subsequent exploration.In addition,the researcher's experience of studying abroad in the middle school stage also made the researcher pay attention to the problem of self-identity of middle school students.Starting from the thinking of social events and personal experience,this study hopes to explore the following questions: 1.How do high school students in D schools interact with teachers and peer groups in the daily life of the school? 2.What changes have occurred in the self-identity of high school students in the D school? 3.What are the causes and influencing factors of self-identity changes of high school students in D schools?This research focuses on qualitative research methods and takes school D in Fujian Province as a research case.It conducts in-depth field research on students studying in school D,observes and records the actions and performance of high school students in different fields in school life,and Analyze the practical logic behind student actions through student interviews,and explore how high school students choose action strategies,adjustment goals,and self-identity in interpersonalcommunication;by showing the behavior of high school students in school life,reflect on the impact of interpersonal communication on individual self-identity.This study uses the symbolic interaction theory as the main perspective,and specifically draws the following five research findings:First,the school produces a "good student" symbolic image with grades as the internal conditions and "respect for teachers and friendly classmates" as the external concept.The management work is carried out to effectively guide students to internalize the image symbols Make the "good student" image a tool for evaluating yourself and others.Second,students' recognition of the image of "good students" depends on the extent to which students practice the role of "good students".Entering a higher school is almost the core content of practicing the image of "good students".In the peer competition relationship formed by their achievements,students have a new understanding of the self in the new time and space and the new group.Third,"respect teachers and love students" is a good image of students,which makes students tend to pay attention to the "self" of interaction with teachers and peers.The differential performance of students in class life is the impression management strategy for students to maintain their own image.However,the silent interaction in the classroom also makes the students disappear in the classroom,and they are forced to "hide".Fourth,the club provides another channel for students to build a new image and identity.The realization of this channel depends on student actions and peer recognition.At the same time,the reform of the evaluation and examination systems in primary and secondary schools has realized the possibility for the club to provide students with a good image.In addition,when the individual's actions are contrary to others' evaluation,the individual will fall into the rupture of self-realization and identity.Fifth,students' self-knowledge has undergone a transformation from single factors with scores as the core to multiple comprehensive factors.In this process,students achieve self-identity and gradually move towards self-identification.Students are not roles that are disciplined and shaped by adults.They can become actors actively involved in the construction of identity in practice.Based on the research findings,the researchers have the following suggestions: 1.Schools should take the reform of the examination enrollment system as a starting point,effectively use the school 's rich club resources,build a comprehensive and diverse comprehensive quality evaluation system,and guide students to objectively understand themselves.2.Schools should strengthen labor education to build a comprehensive quality evaluation system of "five education integration".3.Teachers should take the initiative to pay attention to students' interpersonal communication and psychological state,and help students to solve the problems encountered in interpersonal communication in a targeted manner.4.In order to avoid intra-role conflicts,a coordinated and coordinated education force should be formed between the school and the family.