Manifestation And Countermeasures Of Secondary Vocational School Students' Learning Burnout

With the increasingly rapid development of economy and society in the new era,the society has higher positioning for professional talents.Through referring to literature data,it finds the initial employment rate of secondary vocational school students have exceeded 90%in the past nine years,which is that of higher undergraduate students and junior college students.It can be seem that currently,units or enterprises still take secondary vocational school students as the preferred choice for talent demands.China's secondary vocational schools experience rapid development.The number of secondary vocational school students has increased from more than 4 million to today's 20 million,which provides a large number of professional talents to social enterprises.Great results have been achieved in China's secondary vocational education undertaking.However,in current secondary vocational school,a large number of secondary vocational school students lack leaning initiative and enthusiasm or show no interest in their major.They are often in low spirit,frustrated,depressed and anxious.In terms of behavior performance,they are late for class or leave early,do not listen carefully or take an active part in class or school activities.Learning burnout is a passive learning psychology,which not just affects the successful organization of school teachers' class teaching performance,but also imposes a serious impact on the academic and physical&mental health development of secondary vocational school students.If no measures are taken to stop the continuous development and spreading of this passive learning psychology,it inevitably causes students' learning performance to drop constantly as well as leads to unnecessary wastes of school education resources,finally restricting the healthy and rapid development of secondary vocational education undertaking.Therefore,student individuals,teachers,schools,families,society and relevant educational departments should make a prompt decision and devote concerted efforts to adopt corresponding preventive solutions.Besides,they should discuss preventive measures that can effectively improve students' learning burnout,finally proposing reasonable and feasibly countermeasures for secondary vocational school students to create warm and harmonious family environment,friendly social environment and active and love campus environment.The research reviews relevant researches on learning burnout at home and abroad.Besides,it designs a Secondary Vocational School Student Learning Situation Questionnaire,which takes one vocational and technical schools in Zengcheng District,Guangzhou as the research object.The questionnaire is taken to 900 students from four majors,accounting,e-commerce,computer application and business assistant.The contents include "physical and mental exhaustion","academic detachment" and "low sense of accomplishment".Through the investigation,it finds learning burnout is a problem among secondary vocational school students and there is a tendency of spreading.It severely threatens the physical and mental health development of secondary vocational school students.The researcher sorts out and analyzes data acquired from the survey,which finds learning burnout problem of secondary vocational school students.Besides,it analyzes and discusses its influencing factors and thereby formulates corresponding educational strategies in line with characteristics of secondary vocational education and actual situations to provide solutions to this problem.The ultimate goal is to improve learning quality of vocational school students and ensure the sustainable development of secondary vocational education undertaking.The research consists of five parts:The first part is introduction,which mainly expounds the definition and characteristics of learning burnout,explains secondary vocational school students and carried out literature review regarding this field at home and abroad.The research object targets at secondary vocational school students,with survey sample of 900 students from four majors.Questionnaire and literature research methods are employed to study the learning burnout of secondary vocational school students.In addition,this part also clarifies the research objective,significance and research steps.The second part discusses manifestations of the learning burnout of secondary vocational school students through analyzing their burnout degree from three dimensions,physical and mental exhaustion,academic detachment and low sense of accomplishment.The research results indicate the existing learning burnout problem of secondary vocational school students is worthy of our attention.The third part is about causes of the issue.Combined with the researcher's theoretical study and work experiences,the paper analyzes factors influencing learning burnout based on problems identified.The research results find learning environment,curriculum setting,teacher's teaching performance,and student's personality and major all can lead to learning burnout of secondary vocational school students.Therefore,educationists should attach high importance to these factors.The fourth part puts forward educational countermeasures to learning burnout.For the existing learning burnout problem among secondary vocational school students,the research proposes specific educational strategies according to influencing factors,including 1.To improve students' personal accomplishments and optimize their psychological mechanism;2.To comprehensively enhance teachers' charm and fulfill the role of guiding students;3.To create a good cultivation environment and train students' personality in an all-round way;4.To transform family education concept and strengthen students' awareness of the initiative;5.To eliminate negative factors of the society and create a good social environment.The fifth part is conclusions.The research concludes that secondary vocational school students actually suffer certain degree of learning burnout,which is related to student's gender,grade,major,academic performance,family economic condition,teacher's teaching performance,curriculum setting,learning environment and the self personality.