职业教育作为教育事业的重要组成部分，关系一个国家的核心竞争力。当今世界各国都非常重视职业教育，在我国职业教育被认为是未来5年国家的发展战略之一。当前我国的中等职业教育正处在大规模发展阶段，然而目前中职教育的质量却甚是令人担忧，厌学现象在目前的中等职业学校（以下简称中职学校）非常普遍，它不仅导致了学生大量的问题行为、混乱的学习现状和低下的学习质量，严重影响了中职毕业生的质量，而且也影响了中职教育的健康发展。因此，对当前中职学生厌学问题的研究就显得尤为迫切和必要。厌学是学生学习过程中出现的一种学习心理问题，指学生厌倦、厌烦学习，是学生对待学习的一种消极心理状态。中职生作为一个特定的群体，有着不同于其他学生群体的特点，其厌学原因及特征、表现与对策都有别于其他的学生群体。本研究以学习理论、教学理论、教育管理理论的研究为基础，采用实证调查和理论分析相结合的方法，通过对郑州市三所中职学校学生厌学现状的调查，采用因子分析和回归分析的方法得出了中职学生厌学的主要影响因素和对中职生厌学有显著预测作用的三个因子，并从教育学、心理学和管理学的角度做出了一定的对策分析。本研究的主要结论是：1、中职学校学生总厌学率达到74.8%，厌学比较普遍。年级之间，性别之间差异显著，二年级学生比一年级学生厌学，男生比女生厌学。厌学总分在学校之间有差异，但学校之间的差异未达到显著水平。2、中职生把厌学原因主要归因于学校原因和学生自身原因。学校原因中排在前3位的分别是：①、理论课太多，实践动手操作太少；②、老师讲课枯燥，没有吸引力；③、班上学习环境、学习风气不好。学生自身原因中排在前3位的分别是：①、自我控制能力差，学习毅力不足；②、迷茫，没有学习目标；③、体会不到学习的乐趣，学习没意思。3、导致中职生厌学的主要影响因素有6个，它们分别是：①、学生的非智力因素水平及学习策略；②、学校适应不良；③、校风、教风、学风；④、办学条件及课程设置；⑤、教学内容的难度；⑥、学习乐趣。4、对中职生厌学有显著预测作用的3个因子是：学生的非智力因素及学习策略；学校适应不良和学习乐趣；其中学习乐趣对厌学的影响最大。5、减少中职生厌学问题的对策：充分了解当前中职生的学习、心理特点，让中职学习有趣、有效、有用，让中职学生愿学、会学、乐学。

Vocational education, as an important part of education, relates to the national core competition ability. Now various countries take more attention to vocational education, in China vocational education is regarded as one of the developmental tactics in next 5 years. At present, secondary vocational education is in large-scale development, however the quality of the secondary vocational school is anxious where studying-weariness is popular. It not only causes large numbers of bad behaviors but also affects the healthy development of vocational education.Studying-weariness is a learning psychology problem in the process of study. It means the student is fed up with studies. Secondary vocational school students, as a special community, have their own characteristics. The causes, phenomena and countermeasures of studying- weariness are different from others. With the use of investigation and demonstration analysis in three secondary vocational schools in Zhengzhou, the thesis which is based on study theory, educational psychology and management theory reveals the major effective factors and the remarkable forecasting factors by factor analysis and regression analysis. In the view of education, psychology and management, some countermeasures are suggested. The main conclusions are as follows: Firstly, study-wearied students account for 74.8%, diversity in grades and sexes is notable but no apparent difference among schools; students in grade 2 show higher degree of studying-weariness than grade 1, male students higher than female students. Secondly, students think the causes of study-weariness is mainly attribute to school and themselves; the causes of school are the curriculum, the teaching, the school spirit and circumstance of class; the causes of themselves are the poor self –control ability, aimless and no fun of study. Thirdly, there are six main factors which lead to study-wearied: non-intelligence factor and leaning method; not used to school; school spirit and study spirit; the curriculum; the study content; fun in study. Fourthly, there are three factors which have the remarkable function in forecasting the studying- weariness in vocational schools, factor 1 is non-intelligence factor and leaning method, factor 2 is the poor adaptive ability to school, factor 3 is learning pleasure and the third one is the most effective one. Fifthly, the strategies in decrease studying-weariness are: making the study fun, effective, useful and making the students enjoy learning.