Interpretation Of The Subculture Of Secondary Vocational Students

At present,in the research on the study status of students in secondary vocational schools,the researchers all point to a problem,the students' academic status is not good.The reasons for the poor academic status of secondary vocational students have been preliminarily discussed.However,in general,few studies have paid attention to the subculture of secondary vocational students and its influence on their learning status.This study adopts a qualitative research design,taking students of D secondary vocational school in Guangzhou city as the research object,and makes an in-depth analysis on the characteristics and forms of their subculture.The data analysis shows that the sub-culture of D secondary vocational students is mainly characterized by two aspects: explicit and implicit.The dominant representation is divided into explicit rigid resistance and implicit flexible resistance,both of which are characterized by the resistance to mediocrity and the pursuit of individuality.The main performance of rigid resistance is: on the school uniform,is "from" and "confrontation";When it comes to hair,"I want to be my own boss";Flexible resistance is on the desk,the ideal inspirational and flying self;On food consumption,free choice and follow collocation.The implicit representation of student subculture is mainly reflected by seeking individual identity and group identity.In the classroom,students are "silent" and "active".In the seats are the "center" and the "edge." And seek group identity,it is with interesting reason group.The implicit representation of its subculture is to adapt to its own situation and internalize the "label" behavior.From the perspective of the explicit and implicit characteristics of student subculture,it affects students' academic input.Based on the above findings and interpretations,the Suggestions proposed in this study are as follows: firstly,at the school management level,seek commonground while reserving differences;tolerate and accept students' subculture;To understand the inner world of students and to channel their learning emotions;The establishment of learning community,so that students get recognition and belonging.Secondly,at the teacher level,we should care for the "active" and let the "pseudo-active" participate in the class.Improve the "rice field type" seating arrangement,reduce the "labeling" behavior;The intervention of interest group,to strengthen the education and separation of interest group.So as to guide the student subculture positive,healthy existence and development.