重构成长思维理论与干预策略:基于文化心态的新视点

A New Look at Growth Mindset Theory and Intervention A Cultural Ecology Perspective

成长思维是一种能有效提高困境儿童学业成就的非认知性技能。通过提高困境儿童的学业动力和表现,成长思维能收窄贫富学童的成就差距。早期关于成长思维及其心理功能的理论,继承了建构主义中认为人们是肤浅科学家的假设。常用的成长思维干预方法亦深受建构主义影响。我们回应近年的实证研究结果,提出了一个新的理论框架,认为固定思维与成长思维是人们为自己的心智系统选择的两种不同设定。这种选择受人们身处的介观和微观环境制约。因此,要有效干预成长思维,必须能改变学生身处的介观和微观环境,使学生的成长环境更能承载成长思维文化及支持成长思维教学的创新、实践和持续。我们进而提出一套以改变文化生态为主调的成长思维干预策略,供读者参考。在本文中,我们会先回顾在建构主义影响下提出的内隐论(成长思维理论的前身)及与之相互呼应的干预方法。然后介绍我们提出的成长思维生态论及其相连的干预策略。

Growth mindset has been found to be a non-cognitive skill that can significantly benefit the academic achievement of underprivileged children and close the achievement gap between social classes.Early theories of growth mindset under the influence of constructivism regard people as naïve scientists.Constructivism also importantly influences the commonly used growth mindset intervention strategies.In this article we review recent empirical findings and propose a new theoretical framework which treats fixed and growth mindsets as two options in the setting of the mind.The choice between these two options is affected by a person’s meso-and micro-environment.Within this framework effective growth mindset intervention requires transformation of students’meso-and micro-environment creating an ecology that embodies a culture and teaching innovations/practices that support and sustain the growth mindset.We then proceed to introduce a set of growth mindset intervention strategies that prioritizes ecological changes.This article consists of two major parts.Part 1 reviews the literature of constructivism-inspired implicit theories(the first incarnation of growth mindset theories)and their attendant intervention methods.Part 2 introduces the ecological theory of growth mindset and its attendant intervention strategies.