%0 Journal Article %T 民族地区中职学生职业教育认同提升策略研究——以四川LS民族地区为例
Research on the Strategies for Improving the Identity of Secondary Vocational Students in Ethnic Areas—Taking Sichuan LS Ethnic Area as an Example %A 景牛志吾 %J Vocational Education %P 497-507 %@ 2160-4401 %D 2025 %I Hans Publishing %R 10.12677/ve.2025.141073 %X 目前，国家大力支持职业教育的转型和发展，但社会对职业教育的认知存在偏差、不全面，传统刻板印象仍然存在。为促进民族地区职业教育的良好发展，提升中职学生职业教育认同感，本研究是站在中职学生这个直接利益相关者的视角，基于民族地区的职业中学为例，根据人类心理活动的步骤及实施过程将职业教育认同划分为职业教育认知、情感和行为三大认同维度调查，通过实地调查法、问卷和访谈法等方式调查民族地区中职学生的职业教育认同情况。结果发现民族地区职业教育认同现状不容乐观，职业教育仍未被社会广泛认可以及来自学生家庭错误的职业教育观念下中职学生对职业教育的认同感普遍偏低等问题。最后针对问题从学生个人、家庭、学校、社会等四个方面提出相应的解决对策。
At present, the state vigorously supports the transformation and development of vocational education, but there are deviations and incompleteness in society’s understanding of vocational education, and traditional stereotypes still exist. In order to promote the good development of vocational education in ethnic minority areas and enhance the sense of vocational education identity of secondary vocational students, this study is based on the perspective of secondary vocational students, a direct stakeholder, based on vocational middle school in ethnic minority areas as an example, according to the steps and implementation process of human psychological activities, the vocational education identity is divided into three identity dimensions of vocational education: cognition, emotion and behavior, and the vocational education identity of secondary vocational students in ethnic areas is investigated through field survey, questionnaire and interview. The results show that the current situation of vocational education identity in ethnic minority areas is not optimistic, vocational education is still not widely recognized by society, and the identity of secondary vocational students with vocational education is generally low due to the wrong concept of vocational education from students’ families. Finally, the corresponding solutions to the problems are put forward from four aspects: students’ individuality, families, schools, and society. %K 民族地区， %K 中职学生， %K 职业教育认同感
Ethnic Areas %K Secondary Vocational Students %K Vocational Education Identity %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=105598