第一，以外在的自我呈现和内在的情感能量为划分维度，农村中职生自我呈现方式主要表现为四种类型。其中：假意顺从且情感能量高涨的呈现为“苦中作乐”式；明显拒斥但情感能量高涨的呈现为“社交明星”式；明显拒斥同时情感能量低沉的呈现为“自我放弃式”；假意顺从却情感能量低沉的呈现为“自我遮蔽”式。第二，该呈现方式的形成受到课堂上正式仪式与课堂外自然仪式彼此交织产生的作用。课堂上的师生互动是空洞的，缺乏共同关注的焦点与情绪上的联结；在课堂外的生生自然仪式中，能否和同伴产生共同关注的焦点和共享的情感状态造成了个体情感能量的高涨或者低沉。第三，在更深层次上，制约共同焦点与共享情感产生的有两大机制，一是情感能量的分层，主要体现在权力和地位两个维度；二是符号资本的储备，包括与情境不相匹配的个体知识性符号和负面的身份性符号，以及无法内化于心的团体符号资源。

基于研究发现，本研究可以为优化对农村中职生的教育引导提供反思和启发。第一，促进农村中职生形成积极的情感体验。在社会层面，要走出单一的成功定义；在学校层面，要适时转换教育情境；在教师层面，要加强师生平等互动；在学生自身层面，要拒绝自我设限。第二，增加个体与集体的符号资源。既要弥合符号与情境的差距，即改变当下实操少的教学情境、增加学生正向身份符号的积累；又要形成完整的符号循环，将学生视为符号生产与流动的主体，并激发学生对群体符号的内化。

In the face of the social stereotype of the secondary vocational students, the lack of learning motivation of vocational students the low quality in vocational schools,this study takes rural secondary vocational students as the research object,takes the Dramaturgical Theory and Interaction Ritual Chains(IRs) as the theoretical perspective,adopts qualitative research methods,and conducts field investigation in a secondary vocational school through case study,so as to havean insight into the picture of the daily life practice of secondary vocational students,and explore the formation process and mechanism behind its self presentation.Through the analysis of the data,this study has the following findings.

First, the external self presentation and internal emotional energy are divided into four dimensions. There are four main types of self presentation of rural secondary vocational students. The one with false obedience and high emotional energy is " enjoyment in hardship" type; The obvious rejection and high emotional energy show the "daring to act" type; The obvious rejection but low emotional energy presents as "self abandonment" type; False obedience but low emotional energy is presented as "self masking" type. Second, the formation of this presentation is affected by the interweaving of formal rituals in the classroom and natural rituals outside the classroom. The interaction between teachers and students in the classroom is empty, lacking the focus of common attention and emotional connection; In the natural ceremony outside the classroom, whether we can have a common focus and shared emotional state with our peers leads to the rise or fall of individual emotional energy. Third, at a deeper level, there are two mechanisms that restrict the generation of common focus and shared emotion. One is the stratification of Emotional Energy, which is mainly reflected in the two dimensions of power and status; The second is the reserve of Membership Symbol, including individual knowledge symbols and negative identity symbols that do not match the situation, as well as group symbol resources that cannot be internalized in the heart.

This study can provide reflection and inspiration for optimizing the educational guidance of rural secondary vocational students. First, promote students to form a positive emotional experience. Second, increase individual and collective symbol resources. Only by paying attention to emotional energy and symbolic capital, can the interactive ceremony between teachers and students be carried out successfully to a certain extent, and rural secondary vocational students get better development.