文档介绍：职业高中学生厌学情绪的成因与对策
of rural drinking water sources, protection of drinking water sources in rural areas by the en以后，却出现了随着年级一级级的升高，学****的热情逐级减退，越来越排斥学校的现象。这似乎印证了这样一个事实，孩子生来是认为“学****是生活中最有趣的和最伟大的游戏……。”为什么教育未能有效保持住学生刚进入受教育系统时拥有的那份兴趣与求知欲？
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
有反感、对立情绪, 这些消极情绪往往会迁移到教师所教的课上, 造成了“你要我学, 我越不学”的“抗拒逆反心理”。
（三）“高深莫测”和“宽进宽出”是造成学生厌学的诱因
长期以来，职业学校教学都是遵循 “先把头脑搞通，然后双手去做”这样一个脉络教学的。即凡新内容学****必从基本概念、原理入手，在讲解完系统知识后，再进入实践、实****阶段。然而，职业教育是专门教育，其知识建立在专门的职业背景上。由于学生远离职业环境，对专业内容缺乏感性认识，一开始就在课堂中接受抽象的文字符号的学****学生往往不知学****内容所指何物，难以形成关于学****对象清晰、完整、立体的表象。面对“高深莫测”的教科书,许多学生既听不懂,也学不会,久而久之就会畏缩不前,知难而退。
近几年,职校招生大滑坡,许多学校为招徕学生,降低了生源质量要求; 面对参差不齐的学生, 往往也放松了教学要求和考核测评。这种“宽进宽出”政策,也是造成学生困而不学的诱因。
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
（四）“非关联性“是学生厌学的直接原因
教育家布鲁纳提出了教学的“非关联性”概念，认为学校提供给学生的教育影