?
Paper Keywords: post-90s vocational freshmen to adapt to the problem of countermeasures? This paper analyzes the adaptation problems of post-90s higher vocational freshmen, and points out the main manifestations of their adaptation problems and the corresponding intervention strategies. ?
?
? At present, with the rapid development of higher vocational colleges, higher vocational freshmen have become a group that cannot be ignored in the ranks of freshmen. However, due to various reasons, the challenges and pressures faced by higher vocational freshmen seem to be more obvious, and the adaptation problem is more serious. Due to the change of students' self-roles and the sudden change of their roles, there has been an unsuitable situation in the world, which has seriously affected the progress and development of freshmen, the quality of their college life, and the realization of talent training goals in higher vocational colleges. Therefore, it is very important to formulate active intervention measures so that the post-90s freshmen can integrate into the collective and develop happily as soon as possible.
First, the psychological characteristics of post-90s higher vocational freshmen
Freshmen in post-90s higher vocational colleges have the same psychological characteristics as freshmen in ordinary universities, such as enthusiasm, openness, liveliness and freedom, loneliness and dependence, and strong self-control, but they also have psychological characteristics different from freshmen in ordinary universities, such as inferiority, depression and confusion. Through analysis, the following characteristics are summarized:
1. Lost. Because the training objectives of higher vocational colleges are different from those of ordinary colleges, and they are also different from ordinary colleges in terms of system and humanistic environment, the imagination of higher vocational freshmen to the university before entering school is often idealistic and universal. Therefore, when freshmen in higher vocational colleges enter the university with an excited and hopeful heart, when they really experience the life in higher vocational colleges, they show a strong sense of loss. It seems that the openness and freedom in imagination, the romance and warmth in yearning are gone. Some students complained: Is this a university? Just like senior three. Complain about being tired in class, not free, under great pressure of textual research, and lacking humanistic care. , unable to adapt to the life of higher vocational colleges for a long time, resulting in endless psychological problems. Their inner loss has seriously affected their enthusiasm for learning and their development goals.
2. Inferiority. The entrance scores of freshmen in higher vocational colleges belong to junior college scores, and some students feel inferior before entering school. In high school, it seems that all the students admitted to the undergraduate course are excellent students, and those admitted to the junior college are not taken seriously. The enrollment rate of high school does not include them. Even their parents think that higher vocational education is not ideal, and choosing higher vocational education seems to be a last resort. In this context, the inferiority complex is very obvious when I walk into the door of higher vocational colleges with some psychological injuries. They often feel that their future is not good and that they will be discriminated against after graduation. A classmate gave up on himself: I failed in the college entrance examination, and I will be a typical blue-collar worker who repairs black and white machines in the future. Obviously, these students can't adapt to higher vocational education quickly.
3. Not interested in major. Because the training objectives of higher vocational colleges are different from those of ordinary colleges, the professional characteristics are often very technical and operational. Although there are not many specialized courses for freshmen in higher vocational colleges, the majors they see are different from what they imagined, and they are prone to boredom and resistance. Some boys complained about the painting class: painting all day is boring, and you have to work so hard as a blue-collar worker. Some students even want to drop out of school because they hate their majors.
4. Poor psychological quality. The entrance scores of freshmen in higher vocational colleges are relatively lower than those of freshmen in other undergraduate colleges, and there are differences between them, but this does not mean that freshmen in higher vocational colleges have low IQ, but lack emotional intelligence. This difference should be obvious in high school. They have problems in planning, willpower, adjustment ability, persistence and goal, which bring these psychological characteristics to the university. They have a poor foundation and have a hard time in class, but they don't want to work hard. They have no life plan, no college life plan, and no goal to pursue. They just muddle along, which directly leads to the maladjustment of higher vocational freshmen. They haven't been on the right track for a long time, but they just feel that they are drifting blankly.
Second, the adaptation of post-90s higher vocational freshmen
1. Not adapted to life, poor self-care ability. Although freshmen in higher vocational colleges are free from the shackles of their parents, they are also caught in the noise of self-care. The change of environment, the change of management system and the difference of teachers and friends make them feel different from before. They feel insecure in their hearts, as if being pushed forward by others, unable to save themselves, groggy all day, aimless and drifting with the flow. The order of life is completely disrupted, and there is no initiative at all. I don't know what to do. Usually passive class, what others do, you do. By the weekend, I was in fear and didn't know what to do. This phenomenon is called. Freshman weekend syndrome? . Their loss makes them unable to adjust themselves actively, and the phenomenon of escape and retreat is obvious. Some students fall in love to keep warm, while others surf the Internet. 64% of higher vocational students show obvious independence after learning, which is obviously lower than their sense of responsibility. From the analysis of social background, with the change of family structure in China, the nuclear family has become the main family structure, and the increase of the proportion of the only child has reduced the formation of the independence of higher vocational students to some extent.
2. Interpersonal relationships are not suitable. The inferiority complex of higher vocational freshmen is also manifested in interpersonal communication. They are not very enthusiastic about their new classmates and don't want to be relaxed. After a month in school, there are still some students in one class who don't know each other. Their communication strategy is often to wait and see before communicating. After 90, freshmen in higher vocational colleges also have distinct personalities, and their living habits and personal hobbies are unwilling to be changed by others. Freshmen generally report that it is difficult to find intimate friends and support among their peers and feel lonely inside. In the process of consultation, we have encountered many such interpersonal conflicts, and the students in the dormitory are nervous because of the disharmony of habits or personalities.
3. Role conversion is not appropriate. Higher vocational freshmen learn from middle school to university, from dependence to independence. Although the role has changed, I haven't adapted psychologically, haven't adjusted, and I don't know how to adjust. I don't know where to go, whether to pursue the freedom and romance of the university or the rigor and pragmatism of the university. Among the vocational college students surveyed, 27.5% showed social maladjustment, and the adaptation to the new situation was accompanied by stress and psychological anxiety. Some students still regard themselves as children in their parents' arms in self-awareness, and our test results also prove that 20% students' self-awareness is incomplete.
4. Not adapted to professional study. The major setting in higher vocational colleges has its own characteristics, and freshmen in higher vocational colleges may not know much about the major before entering the school. Many freshmen are not interested in their majors, have little hope for their professional development, and their learning methods are not very scientific. Therefore, freshmen in higher vocational colleges lack confidence in learning, are seriously tired of learning and have poor learning initiative. They think that listening to good lessons is enough. After class, they study aimlessly and passively. They don't know how to improve and expand themselves, and they are not strict with themselves. They don't have good conditions to study actively, they don't give themselves tasks on their own initiative, and they don't feel the fun of learning. Some students can't arrange their spare time reasonably and their self-study ability is poor; Some students can't find suitable learning methods and their learning efficiency is low; Some lack the motivation and willingness to learn, and have no enterprise. As a result, their learning methods are passive and backward, and their academic performance fluctuates, which will make many freshmen feel psychological pressure, confusion, distress, confusion and anxiety.
5. Psychological disorder. Many freshmen in higher vocational colleges imagine the university as a free kingdom, an open country and a romantic Eden, and think that the university should be free and relaxed and have full rights for themselves. It is believed that the management system of the school should also be humanized; I think I should be comfortable for a while after the intense high school life. But when they came to the university, they found that it was completely different from what they imagined. Universities also have pressure, are not free, have strict management systems, and also have troubles, pains and helplessness. So after entering the university for a period of time, I still can't adapt, feeling lost, nervous, anxious and at a loss. Freshmen in higher vocational colleges are even more uncomfortable psychologically after entering school. They feel unprecedented novelty and embarrassment about the specialty setting, management mode and training mode of higher vocational colleges. Some students complained: Is this a university? More severe, more rigid, more naive than high school, and even a series of psychological problems.
6. Lack of life values. The life planning of higher vocational freshmen is vague, and there is deviation or lack of life values. In the process of consultation, we found that some students (about 7%) have poor plans for their development in the university, and they don't know how to develop themselves or how to study. I don't know what kind of life I should pursue, nor do I know the meaning of life. I've always taken it one day at a time.
? Third, post-90s vocational freshmen's adaptation countermeasures
1. Strengthen the adaptability of freshmen. One way to make higher vocational freshmen adapt to higher vocational life as soon as possible is to make them familiar with higher vocational education and its requirements as soon as possible, so as to adjust their coping strategies according to specific conditions and avoid psychological problems in coping.
Adaptive education can include life, study, interpersonal communication, professional knowledge, self-management and self-planning. Flexible and diverse communication methods can be heart-to-heart, lectures, reports, group activities, watching documentaries, videos, case discussions, etc., so that students can psychologically integrate into the environment of higher vocational colleges as soon as possible, change their roles as soon as possible, find intimate friends as soon as possible, understand their goals and tasks as soon as possible, and get on the right track as soon as possible.
The purpose of adaptive education is to make them understand the environment, clarify their roles, establish self-confidence, set goals, clarify their career plans and life plans, and pay attention to their mental health and growth, so as to reduce the psychological problems of freshmen in higher vocational colleges, such as being at a loss and being tired of learning, and make them integrate into the higher vocational environment as soon as possible.
2. Strengthen campus construction. Actively create a healthy campus culture, imperceptibly influence and inspire higher vocational freshmen. Cultivate their healthy values, sense of hardship and spirit of struggle. Carry out rich cultural and sports activities, set up a second class, create a healthy and progressive learning atmosphere, stimulate their enthusiasm for learning, creation and development, release their pressure and actively participate in college life.
3. Build a mental health education platform to strengthen psychological quality. Offering targeted mental health lectures to improve self-regulation ability; Offering mental health education courses, so that they can fully understand the manifestations and adjustment methods of psychological problems, learn to adjust themselves, learn how to release pressure and avoid the aggravation of psychological problems; Promote mental health knowledge, so that they can understand the connotation of sound personality, consciously improve their own personality, improve their psychological quality, improve their emotional intelligence, enhance their self-confidence, learn to manage their emotions and learn to cope with challenges; Conduct a general survey of freshmen's mental health, talk with individual students who need help alone, and sincerely help and care for them to get out of the shadows as soon as possible.
Step 4 ask for support. Social support has obvious gain effect on individual's physical and mental health and adaptability. The total score and dimensions of social support of vocational college students are positively correlated with the total score and dimensions of school adaptation, which shows that the higher the level of social support of vocational college students, the higher the level of school adaptation. Therefore, in order to improve the adaptability of higher vocational freshmen, we must actively seek social support to enable them to realize their own value and significance. A classmate complained that some people in the society looked down on him, saying that he was a junior college student with no future and a blue-collar job after graduation. The students are very unhappy and don't know how to refute them. Finally, he laughed at himself: I am a blue-collar worker. Even the parents of some freshmen in higher vocational colleges are biased against their children's admission to vocational colleges, and they all show dissatisfaction and helplessness in words and deeds, instead of supporting and encouraging their children. It can be seen that some social prejudices have seriously affected the sense of self-worth of higher vocational freshmen and their adaptation and development.
5. Professional psychological counseling and education. At present, students who enter higher vocational colleges often have a psychological desire, that is, not to go to a good school but to find a good job. The purpose of choosing vocational colleges is often to focus on their own majors and employment prospects, care about the social needs and professional remuneration of their majors, and have high expectations for their careers. This kind of psychology not only affects their adaptation, but also affects their development and growth. Timely and effective professional psychological counseling can resolve some of their inner conflicts, make them more clear about their professional characteristics, social needs and their own direction of efforts, and adjust the contradiction between self-expectation and social needs. This will help them understand their career development, make their own career plans and define their goals. In this context, the college life of freshmen in higher vocational colleges should be well-adapted, healthy and full, which is conducive to the development and growth of freshmen.
References:
① ② Chen Jinqi. Research on the consciousness and needs of higher vocational students [J]. Journal of Chongqing Institute of Science and Technology (Social Science Edition), 2009 (12): 1 19, 128.
(3) Hu Weiwei. Adjustment obstacles and intervention countermeasures of post-90s college freshmen [J]. Chinese and foreign entrepreneurs, 2009 (16): 127.
④ Tang Min. The Relationship between Social Support and School Adaptation of Vocational College Students [J]. Campus Psychology, 2009,7 (6):13.
Related papers: college students' papers, business finance papers, economic papers, education papers, popular graduation papers?
;