积极教育理论视域下高师专科学生学习倦怠问题实证研究

The Empirical Study on Learning Burnout of Normal Students from the Perspective of Positive Education

基于积极教育理论,采用连榕和杨丽娴编制的《大学生学习倦怠量表》和自编调查问卷,选择甘肃陇南师专1130名大一至大三师范生为对象开展调查研究。结果显示:高师专科学生学习倦怠虽然整体处于中等水平,但发展态势不容乐观,修业年级、专业类型、家庭教养方式、班级成绩排名、人际关系水平、专业满意程度、职业实习经历等因素显著影响学习倦怠水平和类型。以积极教育理论中的积极情绪、积极关系、积极意义、积极成就培育为抓手,有助于有效减少师范生的学习倦怠,提升学习质量。

In order to deeply study the learning burnout of normal students and its influencing factors,this paper puts forward effective strategies to reduce learning burnout.Based on the theory of positive education,1130 freshmen to junior normal students in Longnan Teachers College were selected to carry out the investigation and research by using the college students'learning burnout scale compiled by Lian Rong and Yang Lixian and the self-made questionnaire.The results show that although the learning burnout of normal students is at the medium level as a whole,the development trend is not optimistic.The level and type of learning burnout are significantly affected by factors such as academic grade,professional type,parenting pattern,grade ranking,interpersonal status,professional satisfaction and internship experience.Therefore,we should focus on the cultivation of positive emotion,positive relationship,positive significance and positive achievement in the positive education theory,which can effectively reduce the learning burnout of normal students and improve the learning quality.