中职生不良行为现状及其干预策略研究

发布时间：2018-05-07 00:36

本文选题：中职生 + 不良行为　；参考：《鲁东大学》2017年硕士论文

【摘要】：中职生作为祖国的未来和希望,从一定意义上说他们素质的高低与国家、民族的发展密切相关,近年来中职生不良行为已成为社会各界的关注热点。中职生身心发展的矛盾性和不平衡性,造成其认知水平有限、意志能力薄弱、辨别信息能力不足、社会认知偏差再加之易受同伴和社会不良因素影响,从而易出现不良行为,甚至走上违法犯罪的道路。研究中职生不良行为对中职生塑造良好行为习惯和预防不良行为的形成显得愈发重要,也对预防青少年犯罪具有重要意义。本文以“失范理论”、“社会学习理论”、“标签理论”等为基础并结合中职生自身特点对产生不良行为的成因进行深入分析。为了深入了解中职生不良行为现状,本文对烟台市的三所中等职业学校进行实地考察。通过与任课教师、班主任、辅导员以及德育教师的简短沟通,了解现阶段中等职业学校学生不良行为主要表现以及针对不良行为学校采取的干预策略等内容。并以此为出发点,结合问卷调查法、访谈法、个案研究法了解三所中等职业学生的不良行为。通过调研可知中职生不良行为主要有以下特征:一是欺凌、辱骂他人现象较多;二是学业不良者较多;三是男生和女生因性别差异而呈现不同的不良行为。对于不良行为成因教师和学生分析角度不同,归因也不同,教师认为与家庭、学生生源、社会不良亚文化、青春期心理问题、同伴关系、学生学习兴趣、学习动机等密切相关,而学生则认为与社会不良亚文化、学校、同伴关系、社会人士对他们的污名上海等是引发不良行为的重要因素。本文综合以上观点结合个案并以失范理论、社会学习理论、标签理论为出发点,从同伴群体的交叉感染、家庭因素的诸多不良、校园环境的污名伤害、社区文化的消极影响四方面阐述中职生不良行为成因。依据中职生不良行为的成因本文提出具体干预不良行为策略,主要包括以下五个方面:一是扎根课堂,塑造良好学习习惯;二是加强道德教育,提高中职生道德判断能力;三是营造良好家庭氛围,塑造良好生活习惯;四是拓展渠道,优化家校合作实效;五是鼓励“慈善组织”参与,营造良好的社会成长环境。
[Abstract]:As the future and hope of the motherland, the quality of the secondary vocational students is closely related to the development of the country and the nation in a certain sense. In recent years, the bad behavior of the secondary vocational students has become the focus of attention from all walks of life. The contradiction and imbalance of the students' physical and mental development result in their limited cognitive level, weak will ability, insufficient ability to distinguish information, social cognitive deviation and vulnerability to the influence of their peers and social adverse factors, which may lead to bad behavior. Even on the path of illegal crime. It is more and more important to study the bad behavior of secondary vocational students for shaping good behavior habits and preventing bad behaviors, and it is also of great significance to prevent juvenile delinquency. Based on the theory of "anomie", "social learning theory" and "label theory" and combining with the characteristics of secondary vocational students, this paper makes an in-depth analysis of the causes of bad behavior. In order to understand the current situation of secondary vocational students' bad behavior, this paper investigates three secondary vocational schools in Yantai. Through brief communication with teachers in charge of classes, class teachers, counsellors and moral education teachers, we can understand the main manifestations of students' bad behavior in secondary vocational schools at present and the intervention strategies adopted in schools of bad behavior. With this as a starting point, combined with questionnaire, interview, case study to understand the three secondary vocational students' bad behavior. Through the investigation, we know that the main characteristics of secondary vocational students are as follows: first, bullying, insulting others more; second, academic disabilities more; third, boys and girls show different bad behavior because of gender differences. Teachers and students think that they are closely related to family, students, social subculture, adolescent psychological problems, peer relations, students' interest in learning, learning motivation, and so on. Students think that social subculture, schools, peer relations, social stigma against them Shanghai are important factors that lead to bad behavior. This article synthesizes the above viewpoint unifies the individual case and takes the anomie theory, the social study theory, the label theory as the starting point, from the peer group cross infection, the family factor many bad, the campus environment dirty injury, The negative effects of community culture on the causes of bad behavior of secondary vocational school students. According to the causes of bad behavior of secondary vocational school students, this paper puts forward specific intervention strategies, which mainly include the following five aspects: first, taking root in the classroom and shaping good study habits; second, strengthening moral education and improving the ability of moral judgment of secondary vocational school students; Third, to create a good family atmosphere, to shape good living habits; fourth, to expand channels and optimize the effectiveness of home-school cooperation; fifthly, to encourage the participation of "charitable organizations" and to create a good social growth environment.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G717

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