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抗逆力(Resilience)是个体与生俱来的一种潜力,其核心是复原能力。中职生经常被贴上“学业不良”、“差生”、“行为出格”等不良标签。从抗逆力角度出发,要发掘这些“不良表现”背后的功能,需要构建中职生抗逆力模型。笔者在多年实务教学中尝试设计了以历奇教育课程为主线,优势视角课程、个案课程为辅助线,生态系统理论为一体的“三位一体”抚育模式,培养中职生抗逆力,以增强中职生的就业素质和心理健康水平,从而提升职业学校社会孵化功能与认同感。
Resilience is an innate potential for an individual whose core is resilience. Secondary vocational students are often labeled as “bad academic”, “poor student”, “bad behavior” and other bad labels. From the perspective of resilience, to explore these “bad performance ” behind the function, we need to build vocational students resilience model. In the course of many years of practical teaching, the author attempts to design a “Trinity” nurturing model that takes the curious education curriculum as the main line, the superiority perspective curriculum, the individual curriculum as the auxiliary line and the ecosystem theory as one, Enhance secondary vocational students’ employment quality and mental health level, so as to enhance the vocational school social incubation function and identity.