我国中等职业学校青少年学生情感素质的现状

An Investigation of the Present Situation of the Affective Quality of the Vocational School Youth in China

本研究采用自编的《青少年情感素质调查问卷》对全国3类地区9大城市1767名中等职业学校青少年学生进行了问卷调查。结果表明:我国中职生情感素质总体处于积极正向、亟待提高的状况;女生的情感素质稍优于男生,但存在结构性差异;情感素质与中职生学业自评呈正相关;父母同住情况和父母学历对中职生情感素质影响不大;与同龄高中生在情感总体上没有显著差异,但理智情感发展低于高中生,并主要表现在自信感和好奇心方面;师生关系良好、教师有情施教对中职生情感素质发展具有极为重要的促进作用,应引起教育部门的高度关注。

Vocational schools provide students vocational education,skills needed to perform particular jobs.Traditionally,vocational schools teach only job-oriented skills.Vocational school youth are usually low-score achievers in junior school examinations and are denied admission to senior high school.In the recent years,vocational school youth have received more and more attention from the society. Its important for researchers to investigate the present situation of their affective quality. A large-scale investigation on the affective quality of vocational school youth in China was carried out.An original questionnaire tool with good reliability and validity was designed for investigations of their affect development on the basis of the affective quality theory. The questionnaire was made up of 6 sub-questionnaires composed of 2 aspects with 6 categories（moral affection,rational affection, esthetic affection,interpersonal affection,life affection and emotional intelligence）,containing 29 types of affection：patriotism,affectionateness, integrity,responsibility,learning happiness,self-confidence,achievements,exploration,curiosity;aesthetic for craftwork, aesthetic for nature,aesthetic for art,aesthetic for environments,aesthetic for science;well-being,self-reliance,passion,cherishing, cooperation,gregariousness,affiliation,trustworthiness,intimacy,forgiveness,emotionally appealing,emotional cognition,emotional experience,emotional evaluation,emotional adjustment.The questionnaire was administered to 1767 students of vocational schools（396 males and 1365 females,with 6 questionnaires missing the gender information）.They were from those well-developed, relatively-developed and less-developed regions in China,including 9 cities（Beijing,Shanghai,Guangzhou;Changchun,Zhengzhou, Xi＇an;Xining,Guiyang,Haikou）. The results show that：（1） As a whole,the affective quality of vocational school youth in China is positive,but still needs to be improved,especially in terms of self-confidence,learning happiness,exploration of the rational affection and self-reliance of the life affection, as well as aesthetic for science,aesthetic for craftwork of the esthetic affection.（2） The affective quality of females school is superior to that of the males,but a structural difference exists between males and females.（3） Affective quality was correlated positively with students＇self-evaluation of learning performance.（4） Good teacher-student relationships,and teachers＇performance of exerting emotion to optimize teaching facilitated directly and importantly the development in all aspects of students＇affective quality.The education sector should play an important part in cultivating youths affective quality.（5） The residential state（such as living with parents or single-parent or grandparents） and the parents＇educational background had no significant correlation with the affective quality of vocational school youth.（6） The affective quality of vocational school youth had no significant difference from senior high school youth,but they have some weaknesses compared with the latter in terms of rational affection,especially self-confidence and curiosity.