A Study On The Influence Of The Emotional Support Of The Head Teacher On The Academic Self-concept Of Secondary Vocational Student

In this study,emotional support refers to the fact that secondary vocational class teachers show concern,support,understanding,help,respect and encouragement to secondary vocational students through verbal behavior or non-verbal behavior,so as to promote the active learning of secondary vocational students.Good emotional support not only helps to bring the teacher-student relationship closer,but also plays an important role in the improvement and development of students' personal academics.Academic self-concept refers to the relatively stable cognition and evaluation of selflearning formed by students in the secondary vocational stage,and the level of academic self-concept development of secondary vocational students has important reference value for the quality of secondary vocational education.Since the class teacher is an important other for secondary vocational students to learn in school and a key source of emotional support for students,the emotional support of the class teacher is closely related to the development of the academic self-concept of secondary vocational students.In order to understand the current situation of emotional support and academic self-concept development of secondary vocational students in Shanghai,and to explore whether emotional support will have an impact on students' academic self-concept and what are the corresponding educational behaviors,this study uses questionnaire method and interview method to collect data,analyzes the questionnaire results with SPSS,and digs deep into the views of teachers and students behind the current situation by interviewing,so as to propose some relevant ways to help secondary vocational class teachers enhance emotional support to promote the positive development of secondary vocational students' academic self-concept.The first chapter mainly describes the research background and significance of this study,literature review,study design and process.The second chapter mainly introduces the theoretical basis and research tools of this research.The third chapter obtains the emotional support of middle school students through questionnaire surveys to perceive the current situation,the current situation and the degree of influence of academic selfconcept development.The fourth chapter obtains the common educational methods used by secondary vocational class teachers to provide emotional support through teacher-student interviews,as well as the feelings from the perspective of students and the effect on academics.Chapter V puts forward corresponding countermeasures and suggestions based on the development characteristics,influence methods and shortcomings of the current situation obtained above.The research conclusions of this study are as follows: first,the overall situation of emotional support perceived by secondary vocational students is better,and the degree of understanding perception is lower.Second,the development of academic self-concept of secondary vocational students is general,and the development of various dimensions is uneven.Third,emotional support has a significant impact on academic self-concept and positive correlation.Fourth,the main educational behaviors of secondary vocational class teachers to provide emotional support are from inside to outside the classroom,including verbal behavior and nonverbal behavior.Based on this,the author takes the three aspects of paying attention to student differences,improving classroom interaction,and strengthening after-class communication as the starting point,and puts forward educational suggestions that enhance emotional support and thus help develop the positive academic self-concept of middle-aged vocational students.