A Study On The Practice Of Group Work To Improve The Self-identity Of Secondary Vocational Student

With the demand of the times for social development,vocational education,as a function of inheriting technical skills and cultivating diverse talents,has received high attention from the Party and the state.The State Council and various provincial government departments have successively introduced a series of policy measures to promote the development of vocational education.Although the prospects for vocational education in China are infinitely bright,many students in vocational education are facing a crisis of self-identity.To further promote the development of vocational education,it is necessary to enhance the self-identity of vocational school students.Therefore,it is necessary to investigate the current status of self-identity among vocational school students,which will greatly benefit the development of vocational education in the future.This study conducted an in-depth analysis of the self-identity status of T vocational school students in J city.A self-identity scale(SIS)was used to measure200 students,and based on the final scores of the scale and comprehensive factor analysis,eight vocational school students with lower self-identity were selected.It was found that they have problems with self denial,low sense of family belonging,passive interpersonal communication,and confusion about the future in terms of self-identity.In response to their existing problems,seven targeted group activities were carried out to enhance the self-identity of vocational school students.At the beginning of the activities,mutual understanding among group members was enhanced,and mutual trust and confidence were established.In the middle of the activity,help team members build a complete social support network,learn correct communication methods,and improve their passive communication state,allowing them to explore their own strengths and potential,and stimulate positive changes in their self-identity through positive evaluations from others.In the later stage of the activity,assist team members in communicating with their parents,guide mutual tolerance and understanding,enhance their sense of family belonging,and invite team members to set short-term goals to consolidate the progress made.After seven group activities,a scale was distributed to the group members.Through the scale,it was found that the scores of the group members had improved.In addition,the group members had a significant change in their later life status,were willing to actively communicate and interact with their peers,and their enthusiasm for interacting with their parents had increased.They were able to actively participate in various school activities,began planning for their future life,and their self-identity status had improved.From this perspective,group work intervention can enhance the self-identity of vocational school students.