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中职生在成长过程中,由于自身素质及家庭、学校、社会的影响,往往会分解成多种不同层次,出现先进、后进差别。出现这些差别除了智力因素外,非智力因素也起着作用;除了教育的外在环境外,教育方式也参与影响;除了生理因素外,心理因素也是一个不可忽视的原因。而我们的教育目标是要让所有的学生都得到进步,得到提高。因此教育者就应注意研究“问题学生”的成因、表现形式,重视做好“问题学生”的教育转化工作,遵循“家庭、学校、社会”一体化教育原则,依托咨询“全员参与”模式,在学校乃至社会营造一个健康和谐的文化环境,使“问题学生”更快地转化过来,最终实现中职生心理健康发展和充分挖掘学生潜能的目的。
Secondary vocational students in the process of growth, due to their own quality and family, school, social influence, often broken down into many different levels, advanced, late differences. In addition to intellectual factors, non-intellectual factors also play a role in these differences. Apart from the external environment of education, the modes of education are also involved. Apart from the physiological factors, psychological factors can not be ignored. Our education goal is to make all students improve and improve. Therefore, educators should pay attention to studying the causes and manifestations of “problem students” and attach importance to doing a good job in the educational transformation of “problem students” and in accordance with the principle of integrated education of “families, schools and society” “Full participation ” model, in school and society to create a healthy and harmonious cultural environment, so that “problem students ” more quickly transformed, and ultimately to achieve secondary mental health development and fully tap the potential of students.