Tibetan Middle School Students Learn Burnout Research

In recent years,although the secondary vocational education in Tibet has undergone a fundamental and optimized transformation,the students of the secondary vocational school are still lack of learning motivation.The phenomenon of learning burnout is still serious.In order to know the learning burnout factors of Tibetan secondary vocational school students,find the solution,guide the teaching practice and then improve the teaching quality,this paper takes Tibet vocational school students as the research object,using WuYan and DaiXiaoyang's adolescent learning burnout and self-made scale.The survey uses the stratified sampling method to the students of two vocational technical schools of Shannan,Tibet.A total of 240 questionnaires were issued and 235 valid questionnaires were recovered.Through the investigation and research,we can draw the following conclusions:1.the students of secondary vocational school in Tibet have the phenomenon of learning burnout.2.the learning burnout of secondary vocational school students in Tibet has differences in gender,learning grade and the degree of professional prefrence.3.the learning burnout of secondary vocational school students in Tibet shows the difference between physical and mental exhaustion,academic alienation and low sense of achievement on demographic variables.The learning burnout phenomenon of Tibet secondary vocational school students is connect with the situation of Tibet secondary vocational school,which is undeveloped.At the same time,it is affected by the following situations:lack of professional teachers,unreasonable setting in majors,improper education way of students' parents.It is also closely related to the low cultural foundation of the students themselves.Based on the above conclusions,this paper puts forward corresponding countermeasures for secondary vocational school students' learning burnout in Tibet.Which are as follows: Explore new training mode of secondary vocational education;Strengthen the construction of teachers;Adjust the major setting;Change the ideals of the students family;Strengthen the students management and so on.