在现代性和全球化的时代背景下，现代人产生了认同问题。中职生（中等职业学校学生）身处这一时代，不可避免地受到影响，并且由于传统和现实等各种因素的作用，他们在我国社会和教育中实际上处于弱势地位，更加制约了他们建构合理的自我认同。因此如何帮助中职生建构合理的自我认同就成了一个亟待解决的课题。本文经过研究得出结论：采用叙事方法可以建构中职生合理的自我认同。本文首先对几个核心概念“自我”、“认同”、“自我认同”、“合理自我认同”进行了分析和界定。本文采用吉登斯的自我认同概念，并进一步指出：自我认同包括三个要素：自我统一性、自我归属感和自我意义感。合理自我认同就是对自己的稳定的、积极的认同；获得归属感；认同自己的价值和意义。经过调查研究，中职生中存在不同程度的自我认同问题，不能形成合理的自我认同。本文分析了造成这种状况的主要原因，以及中职生自我认同缺失对学生自身发展、教育教学、社会稳定与发展造成的不良后果。本文从叙事学的角度提出了解决问题的方法。本文从理论和现实两个维度阐明采用叙事方法建构中职生合理自我认同的可行性。从理论上讲，叙事和对叙事的理解是人反思自身的方式，自我身份的确证可以通过叙事方式进行，通过理解自己或别人的故事来理解自己，促使合理自我认同的形成。从现实上讲，中职生在思想意识、道德品质、学习认知、行为习惯等方面存在着许多问题，这就制约或影响合理自我认同的建构；合理自我认同的缺失又反过来促使问题的产生和发展。因此，在诸多问题存在的情况下，教师仅仅凭借说理、说教、灌输等正面教育或批评、嘲讽等是很难帮助学生建立合理的自我认同的。而叙事方法本身具有的特点与优势就使得它必然成为中职生合理自我认同建构的有效方法。叙事方法的实施分为五个阶段：准备工作；叙述故事；讨论、价值观澄清；延伸叙事；反馈总结。通过教育实践，证明这种方法是很有效的。为保证叙事方法的有效性，还明确了在选取故事、呈现故事、讨论对话和反馈总结时要注意的一些问题。

Modern people produce identity problem under the age background modernity and globalization. The secondary vocational school students themselves are in this times, and are inevitably influenced. On the other hand, cause of various factions from tradition and reality, they are in weak positions really in our society and education, which further restrict their constructing reasonable ego-identity. Therefore, it is a problem to have to be settled urgently how to help the students to construct the reasonable ego-identity. Through research the conclusion is reached that the narration method can construct the reasonable ego-identity of the students.First of all the paper analyses and defines these core concepts: ego, identity and ego-identity, reasonable ego-identity. The Giddens’ ego-identity concept is used in the paper. It is further pointed out that ego-identity includes three main elements: ego-continuity, ego-belonging sense, ego-significance. The reasonable ego-identity just is stable and active identity, getting belonging sense and recognizing own value and significance.Trough investigation and study the secondary vocational school students have different degree problem of ego-identity, and can’t form reasonable ego-identity. This paper analyses main reasons for this state, and it lead to harmful consequences to their self development, education, teaching, and societal stability and development. This paper suggests to solve the problems from the angle of narrative.The paper expounds the possibility for the students to construct their reasonable ego-identity from two dimensions—theory and reality. In theory the narrative and the understanding of it are the way to rethink oneself, so the student can get ego-identity. Understanding oneself by means of understanding one’s own stories or other person’s ones can stimulate the forming of reasonable ego-identity. In reality, the students have many problems in consciousness, moral, recognize, behavior and so on, which restricts or influences the formation of the reasonable ego-identity, in return the deletion of the reasonable ego-identity impels the problems to be produced and develop. Therefore, in face of the many existing problems it is difficult that teachers help the students to construct reasonable ego-identity only depending on positive education, that is, reasoning, preaching and instilling and so on, or criticizing, sneering, etc. But the characters and advantages of the narrative itself make it inevitably become an effective method by which the students construct the reasonable ego-identity.Application of the narrative method is divided into five stages: preparation, telling story, discussion and values clarification, extension narration, and feedback and summary. Through educational practice, this method is proved to be effective. In order to ensure effectiveness of the narrative, some things need to be noticed when a story is selected and presented, discussion and dialogue are done, and feedback and summary are done.