Research Om The Current Situation And Training Countermeasures Of Emotion Management Ability Of Secondary Vocational School Students

With the rapid development of Vocational Education in China,the whole society has paid more attention to the secondary vocational students.Secondary vocational students are in the special stage of adolescence.On the one hand,they have the overall characteristics of teenagers,and their physical and mental development is in the most rapid and critical golden period;on the other hand,they have started vocational preparation study in secondary vocational schools,which makes them different from ordinary high school students and have their own unique group psychology and behavior characteristics.Through the questionnaire analysis of the current situation of the emotional management ability of secondary vocational students in Weifang and Jinan,Shandong Province,the author finds that the overall situation of the students’ emotional management ability in this study is developing well.The secondary vocational students can better understand and perceive their own and other people’s emotional performance and changes,and also have their own ways of adjusting and controlling emotions.However,in the process of adjusting and controlling emotions with others The ability of emotional expression and understanding needs to be improved.The emotional management ability of secondary vocational students of different genders is significantly different,and the score of boys is higher than that of girls.There are differences in the mean value of emotional management,emotional recognition and emotional expression among the secondary vocational students in different grades,among which there are significant differences in emotional recognition,and the third grade students have the strongest ability of emotion recognition.The students of different majors have significant differences in overall ability of emotional management,emotion recognition and emotional expression,and there are significant differences in emotional regulation.Among them,the scores of students in traffic crew major are the highest in emotional management ability and three dimensions.There is no difference in the emotional management ability of secondary vocational students in different places.There are significant differences in emotional management ability in the only child or not,among which there are significant differences in emotional recognition and emotional expression,and significant differences in emotional regulation.The overall emotional management ability of the only child is stronger than that of non only child,and the score of sibling age between 0 and 5 years is the highest.There was no significant difference in the emotional management ability of secondary vocational students with different family structure.The difference of emotional management ability of secondary vocational students with different family education styles is not obvious.Through interviews with some secondary vocational students in the investigation institutions,it is found that the changes in academic achievement,interpersonal problems and personal interests will cause emotional changes of secondary vocational students;in dealing with other people,the interviewees will take face-to-face solutions and talk to others,and few of them will produce speech or even physical conflicts;the interviewees deal with their own emotions The main ways to solve the problems are to divert attention and seek help from others;the relationship between the interviewee and the parents is relatively harmonious,but the parents are mainly concerned about their children’s studies,while the children actively communicate with their parents in a relatively small number of situations;the school has less activities to help improve students’ emotional management ability,and there is no pertinence.Students lack of professional reference Guide.Based on the results of questionnaire and interview conducted in the survey school,combined with the existing research materials and their own work experience,this paper further analyzes the influencing factors of the emotional management ability of secondary vocational school students,and puts forward corresponding countermeasures from school,family and society.The emotional and emotional education in the school is mainly through the daily teaching to play emotional factors,and promote students’ accumulation.The author also introduces the experience of emotion,the demonstration and leading role of teachers,the guidance of students in improving their ability of emotional management in practice,and the establishment of emotional and emotional education courses to systematically train students’ emotional management ability.Family attach importance to family education,create a democratic and harmonious family atmosphere,let children dare to express their own emotions;improve their parents’ cultural literacy,do a good job in the guide of children’s emotional path;pay attention to the promotion of children’s comprehensive ability,avoid the high and low performance,light psychological development;pay attention to and trust each child,and pay attention to the distribution of emotional resources among children.Meanwhile,the social forces are exerted.Through improving the optimal allocation of secondary vocational education resources,the students’ academic confidence is enhanced;a healthy realistic and virtual social environment is created to enrich the positive and positive emotional experience of secondary vocational students;the role of community education is played and the third space for cultivating students’ emotional management is created,so as to help secondary vocational students improve their emotional management ability,Successfully through the secondary vocational study career.