This paper puts forward that the development of college students can be divided into three stages and five levels, and analyzes the main psychological characteristics of each stage (level) and the corresponding educational strategies. It is of great theoretical significance and practical value for colleges and universities to follow the internal development law of college students and cultivate qualified talents that meet the requirements of social plans.
Keywords:: college students' psychological characteristics development stage education countermeasures
The development of college students is related to the cultivation of national talents: whether and how college students can become talents has always been a problem that people pay great attention to and study more. The development of college students has stages and levels. Educational practice shows that if we don't understand and follow the inherent law of development, some students' development will appear "fault" and become "defective products" of education. In the process of teaching and psychological consultation in colleges and universities for nearly 20 years, we find that many educators and most college students lack the staged concept of education and growth. We have made a long-term special study on the development stages and levels of college students, especially their psychological characteristics, in order to summarize the psychological development laws and corresponding target requirements in each stage of their development, so that educators can follow their inherent development laws, take corresponding countermeasures, strengthen educational guidance, promote students' all-round development and cultivate talents who can adapt to social development.
First, the first stage: the adaptation stage-correctly positioning and overcoming the psychological gap (this stage has only one level)
The first level: self-positioning. Freshmen are faced with the psychological role change from middle school students to college students when they enter school. College students demand stronger self-rationality in life, self-awareness in study and autonomy in class management. It is difficult for freshmen to adapt at once and they are often at a loss. The most prominent problem at this stage is students' self-orientation. Judging from the psychological clinical cases, many psychological problems of freshmen are formed or indirectly induced by psychological gap. The so-called psychological gap refers to the sense of self-loss formed by the great difference between the actual perception and psychological experience (real or imagined) of the original self-concept, self-intention, self-orientation or self-expectation in the new situation, that is, a psychological contrast. The main types are:
1. Real gap: Compared with the real self-state, for example, the high school is always in the top 5 ~ 10, but the university is always in the bottom 5 ~ 10. Even in the middle, many people still have a sense of gap, which is a loss of achievement motivation, such as their own identity and status, high school has always served as a class or class. There is also interpersonal relationship. Many students report that high school students have good communication and harmonious relations between students and teachers and students. However, the relationship between teachers, students and students in universities is not dense, as if they are going their own way, not communicating with each other, and the social support is weak, which leads to the loss of interpersonal motivation. In short, this gap is a psychological experience produced by real situations.
2. The gap of imagination: that is, the contrast of psychological concepts is a psychological tendency of self-depreciation. Self-positioning is lower than the actual position, and this psychological contrast often occurs in a competitive environment with equal strength. For example, some students stand out from the crowd in high school, have absolute advantages, have a strong sense of superiority for a long time, and do not feel "risk awareness." But in the university, experts gather, and most of the students are similar. The original sense of superiority is lost, and the "risk" of self-dominance is no longer or unstable comes unexpectedly. So people always feel that the situation is "dangerous", "unsafe", "inferior to others" and "will soon fall behind". Compared with the sense of superiority in the past, there is a strong sense of loss now, which is caused by the lack of competitive consciousness.
3. Expectation gap: the contrast between the past ideal and the future reality. Many or most middle school students regard going to college as their life ideal. Only by being admitted to a university can you become a talent. When they enter the university, they will always face social competition. Only then did they realize that it is far from easy for college graduates to find a job, especially a satisfactory one. Coupled with all kinds of rumors about social complexity, they worry all day whether they will have a foothold in society and a bright future. Some students even went to the point where they couldn't eat or sleep. I feel that the past "childishness" and "beautiful ideals" have vanished, leaving only worry and helplessness or grumbling, so "boredom" and "boredom" have almost become a mantra. This gap is caused by high anxiety. Because this gap is caused by high anxiety level, it can also be called "gap anxiety".
If the psychological gap is not handled properly, it will cause psychological obstacles and behavioral problems such as discouragement, anxiety, depression, compulsion, avoidance, dependence, inferiority, helplessness, self-abandonment, resentment and jealousy, which will have a negative impact on students' development and even form major obstacles.
This stage is mainly to guide students to clarify their roles, to guide students to understand their strengths and weaknesses, and to clarify the requirements of university study and self-development: the road ahead is still very long, and as long as they work hard, they can all get good development. So settle down as soon as possible and move on. Quickly enter the second stage.
Second, the second stage: the progressive stage-from passive learning to active pursuit (this stage is the main stage and can be divided into three levels)
Second level: passive follow-up. Try to keep up with the progress of course teaching, gradually adapt to teaching methods, pay attention to the methods of guiding students' learning, pay close attention to the difficulties in learning, and let them overcome them through various effective ways and methods. This is the most difficult period for students with poor basic saddle. Once pulled down, it will seriously affect their subsequent development. How to make students overcome all kinds of difficulties in learning and get rid of the completely passive situation is the main contradiction at this stage. Educators should pay attention to helping students overcome various psychological obstacles in the learning process. In terms of moral psychology, we should also pay attention to students' passive state, guide students to carry out positive ideological and moral cultivation, and strengthen educational guidance. Of course, moral education and cultivation is a long-term process.
The third level: active expansion. Successfully complete the study of various courses stipulated in the teaching plan, and have the spare capacity for learning. By mastering certain professional basic knowledge, the professional development direction is gradually clarified. I have a positive interest in this and actively expand the scope of study around the development direction. This is an obvious feature of entering the "advanced" from the general level. As the initiative of learning is enhanced, the goal pursued is further clarified. As a result, the level of self-awareness is improved, the tendency of self-design is obvious, and the ability of self-psychological adjustment is also enhanced. In terms of morality, students' subjective adjustment ability is obviously enhanced, which not only provides better subjective conditions for ideological and political education, but also bad guidance may become an obstacle to moral education, that is, the so-called "rebellious psychology" phenomenon of students. We should pay special attention to the deep negative influence of hidden courses on students' psychology and make profound and meticulous ideological guidance. Middle school students' interpersonal relationship at this level is subtle. Psychological counseling generally reflects interpersonal problems and emotional problems.
The fourth level: deepening sublimation. Students' professional development direction is more certain, and their self-pursuit goals are higher and more specific. On the basis of active learning and consciously broadening relevant knowledge, we can further explore, carry out creative learning, and even have unique opinions in some fields; Professional development confidence is more sufficient, self-efficacy is obviously enhanced, and people are at a higher level in professional learning and academic progress. Ideologically, values have formed a relatively stable system, paying attention to moral cultivation, being more mature politically, less blind and passive, having more stable personality characteristics and more prominent personality performance.
The progressive stage is the main stage and part of college students' development in any way. At this stage, although students' psychological reaction will have various manifestations, most of them mainly focus on the attitude towards learning, the value and recognition of knowledge, the sense of self-efficacy in learning, the level of learning motivation and sense of accomplishment, and the nature of attribution to learning achievement (or failure), so at this stage, it determines whether students are making progress along the hierarchy. It can be fully embodied and explained from the psychological characteristics. The obvious distinguishing sign is that the psychological characteristics of students progressing along the hierarchy are mainly learning or subject problems: what is the goal of professional learning? What is the development of professional fields at home and abroad? What is the future professional development direction? How to contact relevant teachers or seek individual guidance, etc., are all related to learning, professional development and self-development (they also have interpersonal relationships, emotional entanglements, confusion about some social problems, etc., but these are in a subordinate position and will not have a significant and direct impact on their learning. However, the psychological problems of students who can't make good progress may be mainly manifested as ambiguous attitude towards the value of knowledge, thinking too much about social phenomena and problems (such problems can be endless and there is no definite answer), being involved in interpersonal relationships too much, tangled (or endless), or spending too much energy on emotions, or being too keen on various activities that are not directly related to learning or even directly related to low-level social behavior. They will also "often" think about learning problems, but for them, these are only subsidiary problems. In learning, I always stay (even satisfied) with the passive reform of the following layer, of course, I can't get a good development; There are many indicators to judge the progress of college students, including political thought, political quality, attitude and ability to activities (including management and organization ability), social relations and physical and mental health level. However, we believe that for students, learning is their unshirkable responsibility, and any indicators in different directions must be implemented in students' learning attitude, learning behavior and learning effect, which is the core indicator to judge progress.
Third, the third stage: social psychological adaptation stage-to adapt to social requirements and pay attention to cultivating sound social personality (choose a stage to enter the last stage of the university, that is, the fifth stage)
The fifth level: establishing quasi-social psychological role. Before graduation, facing the society that is about to leave, people will actively or passively connect themselves with the society (industry, post) to adapt themselves psychologically to the society-to establish a quasi-social psychological role. The academic level is basically determined, and special attention is paid to the professional knowledge and ability needed by the society (industry posts), and some of them are underdeveloped or appear in the level development. Students with faults often have conflicts between ideals and reality in their thoughts and values, resulting in the so-called graduation syndrome. There are serious psychological barriers such as anxiety and depression, and some even behave abnormally. From the case analysis of psychological outpatient service, many psychological crises are "abnormal" at this stage, which is quite difficult to correct.
The university stage belongs to the "personality reconstruction period" in psychology. The most fundamental thing of social psychological adaptation is to determine what kind of personality standard is used as evaluation index. We think that BigFive, an international general personality model, is the most suitable personality model as an evaluation index, and it has been applied in many fields such as (general) psychology, personality psychology, pedagogy, clinical psychology, social psychology and so on, such as organizational behavior (management psychology) (S.P., Robbins, 200 1), (organization). The main contents of the "Big Five" are as follows:
1. Intention and Personality Expression with Social Adaptability (Extroversion-Extra Edition): Since the social reform and opening up, it has obviously put forward new requirements for our social personality. It is required to have various abilities and personality tendencies in social communication. Only through positive interpersonal communication can we seize the opportunity in the constantly developing and changing social process. It may be difficult for an individual to change his introverted personality (including personality and temperament). But according to the needs of society, after conscious cultivation and correction, you can have moderate extroversion and behavior:
2. Have love and compassion, respect others, and not be self-centered (agreeableness); Guide individuals to constantly examine their relationship with the outside world in the process of development. Being problem-centered rather than self-centered is one of the signs of a sound personality (A.H. Maslow). In essence, a person's self-centeredness is a sign of a person's maturity level and social adaptation level. College students are in the decisive stage of this differentiation. They should constantly and rationally "deny" (abandon) themselves and make clear their position in the interaction with society (others) in order to obtain higher social support.
3. A strong sense of responsibility requires the unity of personality traits and personality (responsibility-conscientiousness). What kind of people are the most popular and can adapt to society is one of the topics that social psychologists are most concerned about. A classic research result can enlighten us: N.H.Anderson's research shows that people generally believe that. The most positive qualities are: sincerity, loyalty, truthfulness, trustworthiness, thoughtfulness, enthusiasm, kindness, friendliness, selflessness, responsibility and so on. The most negative qualities are: lying, pretending, dishonest, heartless, unkind, insincere, conceited, selfish, rude, unfriendly and so on. Since then, relevant reviews have confirmed this achievement. This is also confirmed by our long-term observation of the Folkwisdom. Today, when China is moving towards a socialist market economy, it is necessary to emphasize social responsibility and good "mind" in order to truly adapt to society and move towards the world.
4. Regulate irrationality with rationality. People who are controlled by reason but not by emotion (emotionality-em0tionalitv or neuroticism) are animals between reason and irrationality. Irrational factors are always hard to get rid of. To achieve good social adaptation, we need to effectively restrict irrationality with rationality, guide young college students to think more rationally, and correct irrational attribution bias with rationality. Only in this way can we improve our psychological maturity (social intelligence) and improve our social adaptability.
5. Constantly acquire new knowledge and explore the unknown. Face the society creatively (open-open or rational). Opening to the outside world is an extensive and long-term problem. True openness does not mean blindly anti-tradition, breaking the rules, or unconventional lifestyle (such as dressing up). It is an exploration and creative or creative work in the unknown field, which is closely related to the breadth and depth of knowledge (experience). Scientists such as Einstein and Madame Curie may have a "conservative" lifestyle, but the world recognizes that they are the most open people. The history of human development proves that the development of both material civilization and spiritual civilization is closely related to people's knowledge mastery level and exploration spirit. Those who are good at acquiring new knowledge and dare to explore are truly open people.
In fact, college students should take "Big Five" as an indicator of sound personality cultivation from the very beginning. I often compare myself throughout my college life. Do a general review and examination before graduation. Further improve yourself in personality.
Four. conclusion
The above briefly expounds the three stages and five levels of college students' development, and the general development trend is from low level to high level. But there will be some differences between students, and some even have great differences. Some students always stay at a lower level, such as the second level, but at most they can barely meet some requirements of the third level and finally have to enter the fifth level. Due to the "fault" in development, the development of these students has been seriously hindered and their potential has not been fully exerted. The development of personality is seriously restrained, and various ideological problems arise at the same time. This is actually a mistake in our education. In addition, the development of the above stages and levels includes knowledge learning (including learning psychology), ideology and morality (including moral psychology) and mental health level (including personality psychology), and its development is very unbalanced. It may show development advantages in one aspect, but it is obviously lagging behind in other aspects. Therefore, educators should pay attention to and guide students' all-round development in order to cultivate high-quality talents.
From the perspective of macro-management, all these levels can be comprehensively analyzed and studied. Through analysis, all the elements and indicators of each level are summarized (assuming that each level has 20 indicators, there are 20.5- 100 items), and the scale of college students' development level is compiled. Through the measurement of students' individual development, we can make clear the scales of all levels and work out the requirements of college students' development levels, so that students can determine the specific requirements and indicators for forging ahead to a high level while making clear their own levels, and strive to become high-level qualified talents.
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