中职学生情感治理的作用机制与路径演变

The Function Mechanism and Path Evolution of Emotional Governance in Secondary Vocational Students

在我国现有教育体系下,中职学生一般被视为学习习惯和学习行为有待改进的学生,“混”的普遍存在使学生管理成为难题。采用扎根理论探究中职学生情感的发生机制,发现中职学生的“混”是源于对教师的不接纳,而接纳需要持续地被尊重和有效的情感交互,基于此情感才得以累积并达到亲其师、信其道。道应是有效的具体行为规则,规则可导情、生情和驭情,长期处于情规治理下的学生由量变走向质变,其“情”也得以升华。这个过程体现了情感治理的两条路径:一是以积累的情感为基础,在恩与报的作用机制下让“规”得以有效实施,使学生从“混”走向学;二是对“规”的长期坚持是在情感与理性的作用机制下实现自愿学习,学生从他治走向自治。情感治理路径的演变具有普适性,而治理方式具有特殊性,“情”与“规”需有效合一。

Under China’s existing education system, secondary vocational students are generally regarded as students whose learning habits and learning behavior need to be improved. The ubiquity of “muddling along” makes student management a difficult problem. Based on the grounded theory, this paper finds that the “muddling along” of secondary vocational students stems from the non-acceptance of teachers, and the acceptance requires continuous respect and effective emotional interaction, and based on this, this emotion can accumulate to be close to the teacher and believe in the way. “Tao” should be an effective specific behavioral rule. The rules can guide, generate and control emotions. Under the long-term regulation of emotions, students have changed from quantitative to qualitative changes, and their “emotions” have also been sublimated. This process embodies two paths of emotional governance: one is based on the accumulated emotions, under the mechanism of grace and retribution, the “rules” can be effectively implemented, and students move from confusion to learning;the second is that the long-term adherence to the rules is to realize voluntary learning under the mechanism of emotion and rationality, and students move from heteronomy to autonomy. The evolution of the emotional governance path is universal, but the governance method is specific, and the emotional and regulatory needs are effectively integrated.