小学生语文学习倦怠的实证研究及其干预——以徐州市C小学为例

An Empirical Study of Primary School Students' Chinese Learning Burnout and Its Intervention——Take Xuzhou C Elementary School for Example

长期的学习倦怠会使学生学习兴趣丧失、学习成绩不良、自信心缺失、成就感低落,给学生的身心发展带来重大影响。对徐州市C小学学生进行课堂观察与问卷调查,发现小学生语文学习状况整体表现良好,但仍有部分学生存在不良倦怠倾向;与中年级相比,小学高年级学生的语文学习效能期望和学习行为表现出更消极的倦怠倾向;语文学业成绩水平越低,学生学习倦怠倾向越明显;语文学习倦怠状况与学习兴趣、学习习惯、学习动机存在显著相关。为了更好地通过语文课堂教学对学生学习倦怠进行干预,教师应在多元求变、激励鼓舞、循序渐进中引导学生构建良好的语文学习品质,在尊重开放中营造优良的语文学习环境。

Based on classroom observation and questionnaire survey of C primary school students in Xuzhou city,the result shows that the overall performance of primary school students’ Chinese learning was good,but some students still have bad burnout tendency. In terms of the Chinese learning efficacy expectation and learning behavior,senior students show more negative tendency than the middle-aged students;the lower the Chinese academic achievement level,the more obvious the students’ learning burnout tendency;there is a significant moderate correlation between Chinese learning burnout and learning interests,learning habits and learning motivation. In order to better intervene students’ learning burnout through Chinese classroom teaching,teachers should guide students to build a good Chinese learning quality through multiple changes,encouragement and gradual progress,and create a good Chinese learning environment in respect of openness.