The stage of secondary vocational education is a critical period in which students' outlook on life and values are gradually formed. Education is targeted. At the same time, improve the scientific management and education of students, improve the current situation of students, let students grow up healthily and become talents that society really needs.

I. Research objects and methods

The author adopts the methods of questionnaire, interview and literature research. 350 secondary vocational students were randomly selected from Tianjin Vocational College of Mechanical and Electrical Technology for testing. 350 questionnaires were distributed, and 342 questionnaires were recovered, with a recovery rate of 97.7%. After screening and statistical processing, 339 valid questionnaires were retained, with an effective rate of 96.9%. SPSS16,0 is used for data statistics of this questionnaire. In addition, 20 students from each Class A were randomly selected for collective interviews to verify and improve the causes and results of students' problem behaviors obtained through questionnaire statistics.

Second, the secondary vocational school students' problem behavior analysis

1, test anxiety

(1) Lack of self-confidence in the face of exams. The pre-school academic performance of students in secondary vocational schools is relatively at the lower and middle level. Due to the limitation of personal learning ability, their academic performance is difficult to reach the ideal state. When faced with a relatively unfamiliar environment and exam content, students need to be confident enough. Due to the limitation of their own ability and examination environment, their lack of self-confidence leads to their examination anxiety.

(2) Cheating psychology. Excessive desire for excellent academic performance, but knowing that their own ability is insufficient, will lead to students cheating. But in the daily education of students, they know that if they are found cheating, they will be severely punished, so they are under great pressure.

(3) External influences. Parents, teachers and classmates will evaluate students' performance in school according to their test scores. Students' academic performance directly affects their image in the eyes of outsiders. Under this pressure, students are inevitably anxious before the exam, resulting in abnormal behaviors such as abnormal exams.

2. Learning disorder

(1) does not adapt to the new teaching contents and methods. Because there are great differences in curriculum between general education and vocational education, there are also great differences in teaching content and teaching methods. The content of vocational education leads students to fail to keep up with the changes in the teaching environment, get tired of learning gradually, and have problem behaviors of learning maladjustment.

(2) The learning objectives are vague. Students go to school for the sake of going to school, without clear learning goals, naturally lack clear learning plans, and muddle along in the learning process, resulting in poor learning adaptability. Some students have developed a kind of learning inertia in their previous study life, and there will be problems of learning inadaptability in any learning environment.

3. Aggressive behavior

(1) Personality understanding deviation. Some students' cognition of society and self is still in a confused stage, and there are misunderstandings about how to correctly show their image, and attacking others is regarded as a powerful expression of self.

(2) Poor adaptability to the environment and failure to change the state in time. When students enter secondary vocational schools, they suddenly become junior students from the original senior students. They can't adapt to this change of status, so they will naturally have corresponding problems, ideas and behaviors, and it is easy to take the way of infringing on others and changing their status.

(3) the formation of a new collective, vanity. Students enter a new group, and everyone wants to make a temporary appearance in the new group. For this vanity, some students began to seek ways to get attention. Driven by vanity, he deliberately made aggressive behavior in order to satisfy vanity.

(1) timid. Some students are timid by nature, afraid of their hands and feet in daily life, and rarely express their ideas bravely. This kind of behavior will become a habit if it is repeated for a long time, which will further dominate students' behavior and speech, imprison students' thinking and make them grow up in a sub-health state.

(2) Fear of difficulties. The ability and skills of secondary vocational school students are relatively at the primary level, while social development and industry development have always been at the forefront. In homework and competitions, students are faced with social needs. Students in secondary vocational schools have been greatly impacted in the process of receiving general education, and there are a series of difficulties here. Heavy obstacles make them start to escape from difficulties and gradually become problem behaviors.

(3) Weak interest. Some secondary vocational school students lack a clear understanding of life and are in a state of muddling along for a long time. They lack interest in the things around them, lack a pair of eyes to find beauty and happiness, feel groggy all day, and do not participate in group activities.

(4) The disadvantages of traditional education. This is a key reason. The orientation of education is the development direction of the educated. Traditional education is an introverted education, which will naturally cultivate a large number of introverted students. Excessive introversion means withdrawal, and in the long run, it will form problem behavior.

(5) Face psychology. This is a common social psychology in our country. In order not to lose face, students will not take the initiative to do some challenging things, but take a joking attitude and watch the people who participate in the activities lose face because they are not doing well. This kind of negative psychology will lead to people's lack of courage, lack of courage in the face of new things, lack of self-confidence and constant retreat.

(6) Defective family growth environment. Family is the first growth environment for students, and its influence on students is primary. A considerable proportion of students in secondary vocational schools come from rural areas, and the parents of these students tend to let students get into less trouble and show off more. After more than ten years of training, students are generally unwilling to show themselves in front of the public, forming a problem behavior of shrinking, which affects the healthy development of students.

Step 5 be neurotic

(1) Immature psychological development. Most secondary vocational school students are between 14- 18 years old, and their psychological development has not yet reached maturity. Immature psychological development causes students to be unable to cope with the changing environment skillfully, and to change their identity and psychology in time in the changing environment, which easily leads to an immature behavior.

(2) Psychological sensitive period. Teenagers' psychology is in the growth stage and they are relatively sensitive. The change of environment does not take into account students' sensitive psychology, so there is an imbalance between environment and psychology, and the result is the occurrence of students' irrational behavior and neurotic problem behavior.

Step 6 violate discipline

(1) Family education dislocation. A large number of students in the school are only children, which mainly forms an individualistic value in family education. Under the guidance of individualistic values, students ignore the discipline and interests of others and schools, and overprotect their own interests, thus infringing on the interests of others and violating school discipline.

(2) There are defects in school discipline education. The school discipline education does not take into account the historical environment of students' growth and development, but only emphasizes students' growth from the current school requirements, which leads to students' rebellious psychology towards school discipline and violates the school level to express their dissatisfaction and resistance.

(3) Students have a weak sense of law and discipline and a weak moral will. Some students ignore the laws of society and turn a blind eye to the rules and regulations of the school after entering school. Students have weak moral will. For convenience and comfort, they ignored school discipline and turned to the immoral side, which led to some disciplinary actions.

(4) The negative influence of teachers. Some teachers are lax in their daily life, which leads to some bad habits. It will inevitably appear on campus, which will have a bad influence on students. Some students use this loophole to excuse their disciplinary actions, thus further worsening their words and deeds and causing adverse effects.

Generally speaking, the root cause of students' problem behavior is that the internal and external environment in which they grew up is not harmonious. This disharmony leads to over-repression or over-release of students' development, thus forming various problem behaviors.

III. Countermeasures and Suggestions

1. Carry out quality development training to improve students' self-confidence and overcome exam anxiety.

Students' problem psychology and behavior are in a potential state in daily life, especially in the normal teaching environment. Students subconsciously hide their unconventional behavior and psychology. Therefore, teachers need to try their best to discover students' living conditions and real students.

Tianjin Institute of Mechanical and Electrical Engineering has a complete quality development training center in North China. Popularizing quality development training among students can not only help teachers discover students' life characteristics, but also help teachers intervene students' psychological behavior and help students grow up healthily.

In the process of quality development training, teachers can be both bystanders and participants.

(1) As a bystander, teachers should record students' behaviors and words in detail by means of words, images, videos, etc., especially paying attention to detailed observation, recording and thinking. Psychological activities are expressed through subtle movements. When you see the essence of students, you can see the hearts of students. These materials are important reference materials for teachers to psychologically intervene students in their future work.

(2) As a participant in training activities, teachers should help those students who lack self-confidence in the training process, cheer them up and help them complete various seemingly dangerous and difficult trainings. This kind of practical help can help students overcome their inner fears, and this kind of self-confidence will also be positively transferred in other activities, which will improve students' courage and self-confidence in the face of strange and difficult things, thus eliminating their anxiety in exams and other activities, coping calmly and achieving excellent results.

2. Adjust the structure of literacy courses to cultivate students' good study habits.

Tianjin Vocational College of Mechanical and Electrical Technology has carried out literacy as a regular course and achieved a series of results. Psychological intervention in literacy class should optimize, change and improve the teaching content of literacy class, and increase the teaching content and education of students' psychological literacy.

(1) In literacy classes, teachers should convey the importance of knowledge and skills to students, so that students can have a rational understanding of knowledge and skills, and no longer hold an indifferent attitude towards learning.

(2) Through vicarious reinforcement's way, give some examples of the importance of excellent study habits to a person's study. It is best to use audio materials to give students a direct visual, auditory and spiritual impact with intuitive images.

(3) After each literacy course, students are required to write down their feelings about the course and make a study plan for next week, which should be as close as possible to the normal teaching arrangement of the school.

(4) In the new literacy class, teachers should lead students to evaluate every student in Class A, give students timely feedback, and strengthen their ideological awareness. After this kind of repeated reinforcement, under the guidance of excellent learning behavior, students will gradually face up to learning and have a sense of responsibility and mission to learning, thus further strengthening excellent study habits.

3. Establish a "spiritual oxygen bar" to weaken students' aggressive behavior.

The main reason of students' aggressive behavior is the poor self-psychological guidance, which leads to the alienation of psychological release. In the face of students' aggressive behavior, teachers should try not to take coercive measures to stop it, which will increase students' distorted psychology and lead to the escalation of the problem. When interfering with students' problem behaviors, we must adopt the persuasion method of students' psychological staff to weaken students' intense emotions and eliminate students' problem behaviors.

Every teacher should be a "spiritual oxygen bar". Teachers should immediately turn into "spiritual oxygen bars" when they encounter aggressive behaviors of students. Stop the occurrence of students' aggressive behavior, and understand the causes, development process and even development history of students' problem behavior in time. Through targeted teaching, students are guided to realize the irrationality and immorality of aggressive behavior by means of speech education, behavior guidance and substitution behavior, and the desirability of aggressive behavior is denied from the students' hearts.

Schools also need to establish a substantial "spiritual oxygen bar", set up professional psychological counseling teachers and psychological mediation rooms to help students release strong emotions and behaviors when necessary.

4. All staff participate in campus series activities to dilute students' shrinking psychology.

At present, some students in secondary vocational schools have a shrinking mentality. Poor participation in activities is the key factor leading to withdrawal psychology, and the poor content of students' life over time has also caused a series of other psychological and social problems. Students hold a large number of different kinds of activities every year, but the participants are mainly student associations, student unions and class activists, and other students participate less. Different participation leads to differentiation among students and has a negative impact on class and school management.

Teachers should encourage all students to participate in campus activities, especially those with withdrawal problems, and encourage them to participate in some group activities with low difficulty and great sense of accomplishment, so that they can realize their own values and abilities, gradually establish scientific self-confidence and get rid of withdrawal psychology.

5. Improve the community system and promote students' socialization.

Neuroticism is actually a social deviation phenomenon of human beings. Because people's socialization is far from their own physical quality and living environment, others will think that their activities are abnormal and they are in a neurotic state. The solution to this kind of problem is to help students socialize normally and show their words and deeds in line with their status.

The best way for teachers to carry out psychological intervention on these students is to create a relatively simple social environment for students, to promote students to integrate into this small society, to perceive the standardization of their behavior, and to normalize and socialize their words and deeds on their own initiative. There are many student associations in secondary vocational schools, which is a unique environment for students' socialization. However, at present, the construction of student community in secondary vocational schools needs to continue to improve the space to meet the needs of students' socialization development. For example, students' clubs lack distinctive club culture, the formal club system has not been established, there is no fixed club activity space, some club activity facilities are vacant, and the growth files of club members are missing. All these factors lead to the loss of its purpose and the failure to achieve its due results.

Improve the community system, establish a standardized community system, create a distinctive community culture, actively attract students to join the community, and strive to achieve the goal of each student joining at least one community. In club activities, teachers and students can play different social roles, so that students can experience the qualities that different social roles should have, including thoughts, words, behaviors, costumes and so on. Let students carry out other evaluation and self-evaluation activities on their performances, and let students realize the pathological phenomena in their thoughts, words, behaviors and costumes. At the same time, guide students to behave normally, let them experience the sense of happiness and happiness brought by scientific words and deeds, and guide students to gradually develop normal social norms, eliminate neurotic behavior and become a standardized student.

6. Deepen the connotation of quality lecture hall and improve students' concept of law and discipline.

The first factor that students often violate discipline is the emptiness or vagueness of their understanding of school rules and disciplines. Strengthening students' concept of law and discipline is the key to improve students' ideological compliance with law and discipline. Tianjin Vocational College of Mechanical and Electrical Technology offers excellent lecture halls for students, which is an effective form of collective education for students and has achieved good results. However, if teachers want to use it as a means to interfere with students' psychological behavior, they need to deepen the connotation of the excellent lecture hall and activate its operation mode.

Scientific research has proved that the depth and length of memory brought by hearing and vision are far behind the depth of memory brought by personal experience. Therefore, teachers need to deepen the quality lecture hall into a quality world, stimulate students' senses in various ways, and promote students' deep understanding of the classroom content.

The quality lecture hall teaches in a completely experiential way, and sets up various cases and scenes that violate the law and discipline, so that students can simulate the environment of leaving the country. Teachers can standardize and guide students in time in such an environment, so that students can understand what is right and what is wrong, and cultivate students' scientific values.

These interventions by teachers are also applicable to students' daily life, but we must adhere to the specific analysis of specific problems and must not adopt a "one size fits all" approach. These interventions can also be combined to achieve psychological counseling "1+1>; 2 "effect.

;