2011年中高职在校生规模超过3000万人，2015年中等职业教育在校生将达到2250万人，2020年将达到2350万人。中等职业学校的规模不断扩大，有关中职生的文献也越来越多，笔者在CNKI以“中职生”为关键词发现，可以查阅到的文献为3478篇，从2001年开始只有2篇有关对策的期刊文献，到2011--2014年四年间每年以500多篇相关文献增长，文献数量可观，以中职生为特定研究对象的学位论文也达到286篇，涉及学习、学科教学及策略、职业、实习就业等诸多方面。笔者作为中职学校的一线教师，对于中职生的学校适应关注颇多，由于中职生多为13—19岁，正处于人生观、价值观确立的阶段，他们一边面临新学校生活的挑战，需要不断地探索体验和适应新环境，在这些探索体验中，他们会对关于自己的一些问题进行思考，对于自己能干什么，要干什么做出回答，因此，本研究将研究方向确定为中职新生自我同一性与学校适应的关系，希望通过研究同一性与学校适应的关系，对于中等职业学校新生的同一性健康发展，尽快适应学校生活能提出一些比较建设性的意见。本研究结果表明：（1）中职新生的自我同一性状态处于不成熟阶段，以同一性扩散型为主，同一性状态从高到低依次为：扩散型、获得性、延缓型、早闭型。（2）中职新生的同一性状态分布在是否独生与生源地（城区/非城区）上无显著差异。（3）生源地（城区/非城区）与同一性的探索变量有相关，但无显著相关，与同一性的承诺变量有显著相关。（4）中职新生生活环境适应和学习适应优于人际适应和情绪状态适应，家庭关系亲疏在中职新生人际适应上存在显著差异。（5）中职新生自我同一性的探索和承诺变量和学校适应的各个维度具有显著正相关性，其中学校生活环境与全部探索因子和全部承诺因子显著相关。针对研究结果，本文围绕如何建设学校生活环境促进中职新生同一性健康发展提出一些切实有效的建议：（1）建设美丽的校园、舒适的学校环境，以美育人；（2）学校隐性文化环境建设帮助学生体验关爱与成功，融入学校生活，缩短学生适应磨合期；（3）走进新生，讲校规、校史、光明未来，同时，组织新生走出去感受探索，减少中职生的心理落差。

In 2011, the number of secondary and higher vocational students has reached more than 30 millions. In 2015, 22.5 millions of the students will be supposed to rush into the secondary vocational schools, while in 2020 the students will climb to 23.5 millions. But the researches on the secondary students hardly sort with its position of the education system, for from 2011 to 2014, the articles that can be read in CNKI to the secondary vocational student as keywords totals 3,447, which includes many parts of their lives. This research will focus on the secondary vocational student about the relationship between their ego identity and their school adaptation and through the results of this research will also provide some constructive suggestions on how the newer promote their healthy development of ego identity and the adaptation of the secondary school life.The results of the research are as the following: (1) the new secondary student is at the mature stage of ego identity, highest proportion on diffusion, and the ego identity status according to the proportion from high to low are diffusion, achievement, moratorium, foreclosure; (2) the ego identity status of the new secondary student show no significant difference on whether they are the only child or not and whether they are urban or not; (3) the two variables of ego identity—exploration and commitment are related to the factor whether the new secondary student are from urban or not, and the commitment is significantly related to this factor. (4) the new secondary student’s adaptation on school living environment and study life is better than that on interpersonal communication and emotion changed with the adaptation. (5) the exploration and commitment have an anticipation with the school adaptation, that means the person with high level of exploration and commitment will be at high level of school adaptation. What should be specially mentioned is that the school living environment has significant relationship with all the exploration and commitment factors, that is, the comfortable and diverse living environment will make the new secondary student possibly achieve the well-being ego identity.According to the research results, the article puts forward some effective suggestions on how to build a comfortable and diverse living environment finally to help the new secondary vocational student achieve the integration of their ego identity.