中职学生的成长偏差及其教育补偿研究:基于心智模式分析框架  

A Study on the Growth Bias and Educational Compensation of Vocational School Students:A Framework Based on Mental Model Analysis

作　　者：章小斌[1] 蔡连玉 Zhang Xiaobin;Cai Lianyu

机构地区：[1]台州学院生命科学学院 [2]浙江师范大学教育学院

出　　处：《中国职业技术教育》2024年第13期57-64,共8页Chinese Vocational and Technical Education

基　　金：浙江省教育厅一般科研项目“中职学生的成长偏差及其教育补偿”(项目编号:Y202352049,主持人:章小斌)。

摘　　要：中职学生的良好成长是职业教育高质量发展和社会共富的内在要求。在教育精英主义主导下,作为弱势群体的中职学生长期没有“被看见”。学生成长是以内在心智发展为“座架”的,以心智模式理论为分析框架,探究中职学生成长中存在的问题及其补偿路径具有重要实践价值。在大量观察及与这一学生群体深度互动的基础上发现,中职学生在较大范围内存在“不知要什么”的自我迷失、“想学学不好”的自我否定、“不想学和做”的闲逸躺平和“能学不想学”的桀骜不羁等四种类型的心智模式偏差。鉴于此,对中职学生成长的教育补偿须识读心智模式,强化学生成长的核心驱动;立足教育生活,发挥重要他人的反馈作用;提供专业资源,基于心智支持学生成长。The good growth of vocational school students is an inherent requirement for the high-qual⁃ity development of vocational education and social prosperity.Under the leadership of educational elitism,vocational school students,as a vulnerable group,have not been seen for a long time.The growth of students is based on the development of their internal mental state.Using the theory of mental patterns as an analyti⁃cal framework,exploring the problems and compensation paths that exist in the growth of vocational school students has important practical value.On the basis of extensive observation and deep interaction with this student group,it was found that vocational school students have four types of mental pattern biases on a large scale:self-loss of"not knowing what to want",self-negation of"wanting to learn but not doing well",leisurely lying flat"not wanting to learn and do",and rebellious and unrestrained"being able to learn but not wanting to learn".In view of this,educational compensation for the growth of vocational school students needs to recognize the cognitive model and strengthen the core driving force of student growth;Based on ed⁃ucational life,leverage the feedback of important others;Provide professional resources to support student growth based on their mindset.

关 键 词：中职学生 成长偏差 教育补偿 心智模式 

分 类 号：G710[文化科学—职业技术教育学]