The Practical Logic Research On The Promotion Of Vocational Identity Of Secondary Vocational Students By In-Post Practice From Multiple Perspectives

Based on the rapid development of vocational education,the advancement of teaching reform and the deepening of the theory of professional identity,it is particularly important to cultivate a highly stable positive cognition of professional learning and future occupational groups in the critical period of psychological development and value formation of secondary vocational students important.As an important part of professional practical teaching,on-the-job internships break students’ stereotypes about their majors and occupations,and drive them to A stable professional identity has been initially formed,so it is particularly important to enhance students’ professional identity during post-job practice.On the basis of the existing research,this study takes the post-internship as the starting point,from the perspective of teachers,and focuses on how to improve the professional identity of secondary vocational students,using the grounded theoretical research method to analyze a principal in charge and two students in S secondary vocational school.Teachers conduct in-depth interviews,data collection,sorting and coding analysis,forming seven core categories:practice conditions,practice process,novice group,core leadership,top-level design,practice management strategies to enhance professional identity,and practical results.After condensing again on the core categories of the three interviewers,a theoretical model diagram of practical logic for enhancing professional identity is formed.This paper explores the implementation process and function path of post-job practice to improve students’ professional identity from the perspective of teachers in S secondary vocational schools.In this study,three types of teachers,novice,skilled and expert,faced a series of problems of vocational identity of secondary vocational students in their post-job practice,and constructed a theoretical model of "double union,three divisions and four rings" from the perspective of teachers: "double union" That is,enterprises and schools are linked together;"three divisions" refer to the "novice group" formed by novice teachers,the "core leadership" formed by skilled teachers,and the "top-level design"formed by expert teachers;"four rings" refers to " formulate plans,build bases,strengthen management,and build platforms”.The construction of this theoretical model can not only enhance the professional identity of secondary vocational students,promote the professional development of the three types of teachers,and promote the in-depth cooperation between schools and enterprises.Moreover,it can also enrich the research results of vocational identity enhancement of secondary vocational students and make up for the deficiencies of related research.It also improves the theoretical system of vocational identity enhancement of secondary vocational students to a certain extent,and also provides an empirical basis for related research on vocational identity enhancement of secondary vocational students.