埃里克森自我同一性理论对高职院校“9+3”学生的教育管理启示——以S职业技术学院为例

Implications for Educational Management of"9+3"Vocational College Students Based on Erikson's Theory of Identity--A Case Study of S Vocational and Technical College

在自我意识发展过程中,青少年有可能遇到自我同一性危机。相较于一般大学生,高职“9+3”学生在生活环境、文化背景、信仰、价值等方面存在更多差异。这些差异可能让他们更容易陷入自我同一性混乱的困境。本文以埃里克森自我同一性理论为基础,以S职业技术学院为研究案例,探究“9+3”教育计划下高职院校学生自我同一性危机的现状及成因,以期能够更加全面地认识高职院校“9+3”学生的自我同一性危机问题,为承担“9+3”教育计划的高职院校教育工作者提供更多的教育管理启示。

During the process of self-awareness development,adolescents may encounter an identity crisis.Compared to typical university students,vocational"9+3"students often display a wider range of differences in their living environments,cultural backgrounds,beliefs,and values.These differences might make them more susceptible to confusion regarding their identity.This paper,based on Erik Erikson's theory of identity development,uses S Vocational and Technical College as a case study to investigate the current state and causes of the identity crisis faced by students under the"9+3"education program.The goal is to gain a more comprehensive understanding of the identity crisis among vocational college students within the"9+3"model and to provide educational workers at vocational colleges implementing the"9+3"plan with insights for educational administration and support.