在当前社会竞争日益激烈的环境下,人们“摆烂”心理日渐突出。一些大学生在面对学习困难或压力时会产生消极、放弃的情绪和行为,成为学习过程中的“摆烂”心理和行为。特别是面对大学物理这一理论性强、抽象度高、知识复杂广泛的课程时...在当前社会竞争日益激烈的环境下,人们“摆烂”心理日渐突出。一些大学生在面对学习困难或压力时会产生消极、放弃的情绪和行为,成为学习过程中的“摆烂”心理和行为。特别是面对大学物理这一理论性强、抽象度高、知识复杂广泛的课程时,学生往往会感到学习难度大,导致“摆烂”行为更易出现。针对此现象,本文通过分析大学物理课程中大学生“摆烂”心理背后的具体表现、潜在影响,并基于原因提出多维度的干预策略,从而提高大学生的大学物理课程的学习成效、确保教学目标的实现,为学生后续的专业课学习奠定坚实的基础,推动学生的个人发展。In the increasingly competitive society today, the mentality of “give up and let it be” has become increasingly prominent. Some college students exhibit negative and surrendering emotions and behaviors when confronted with learning difficulties or pressures, manifesting as a form of “give up and let it be” psychology and behavior during their academic pursuits. This phenomenon is particularly evident in courses such as college physics, which are characterized by strong theoretical foundations, high levels of abstraction, and complex and extensive knowledge. Students often find these courses challenging, leading to a greater likelihood of engaging in “give up and let it be” behaviors. To address this issue, this article delves into the specific manifestations and potential impacts of “give up and let it be” psychology among college students in college physics courses. Based on an analysis of the underlying causes, we propose multi-faceted intervention strategies aimed at enhancing students’ learning outcomes in college physics, ensuring the achievement of teaching objectives, laying a solid foundation for their subsequent specialized coursework, and promoting their personal development.展开更多
文摘在当前社会竞争日益激烈的环境下,人们“摆烂”心理日渐突出。一些大学生在面对学习困难或压力时会产生消极、放弃的情绪和行为,成为学习过程中的“摆烂”心理和行为。特别是面对大学物理这一理论性强、抽象度高、知识复杂广泛的课程时,学生往往会感到学习难度大,导致“摆烂”行为更易出现。针对此现象,本文通过分析大学物理课程中大学生“摆烂”心理背后的具体表现、潜在影响,并基于原因提出多维度的干预策略,从而提高大学生的大学物理课程的学习成效、确保教学目标的实现,为学生后续的专业课学习奠定坚实的基础,推动学生的个人发展。In the increasingly competitive society today, the mentality of “give up and let it be” has become increasingly prominent. Some college students exhibit negative and surrendering emotions and behaviors when confronted with learning difficulties or pressures, manifesting as a form of “give up and let it be” psychology and behavior during their academic pursuits. This phenomenon is particularly evident in courses such as college physics, which are characterized by strong theoretical foundations, high levels of abstraction, and complex and extensive knowledge. Students often find these courses challenging, leading to a greater likelihood of engaging in “give up and let it be” behaviors. To address this issue, this article delves into the specific manifestations and potential impacts of “give up and let it be” psychology among college students in college physics courses. Based on an analysis of the underlying causes, we propose multi-faceted intervention strategies aimed at enhancing students’ learning outcomes in college physics, ensuring the achievement of teaching objectives, laying a solid foundation for their subsequent specialized coursework, and promoting their personal development.
