学业负担与学习效能的关系及优化

发布时间：2018-01-16 20:21

本文关键词：学业负担与学习效能的关系及优化　出处：《中国教育学刊》2015年08期 　论文类型：期刊论文

【摘要】：学生对学业负担有主观感知的体验和客观担当的责任,其学习效能是学业负担产生的内发因素。基于此,明晰学业负担主观感知与学习效能自我认知的契合、学业负担主体担当与学习效能客观存在的统一以及学业负担与学习效能主客统一的作用图式,进而从学生个体学习效能感的主观图景、学生一般学习效能的客观表征和学生个体效能与一般效能的交互作用确立起基于学业负担优化的学习效能表征。最终在以成功体验和成败归因为指引的"心理场"历练、策略转换和能力提升为依托的"文化场"营造以及相依相促和问题解决为旨趣的"网络场"建构中觅得基于学习效能的学业负担突围之路。
[Abstract]:Students have subjective experience and objective responsibility to the academic burden, and their learning efficacy is the endogenous factor of academic burden. Based on this, the agreement between subjective perception of academic burden and self-cognition of learning efficacy is clear. The unity of the main body of academic burden and the objective existence of learning efficacy, as well as the unity of subject and object of academic burden and learning efficacy, and then from the subjective picture of students' individual sense of learning efficacy. The objective representation of students' general learning efficacy and the interaction between students' individual efficacy and general efficacy establish the learning efficacy representation based on the optimization of academic burden. Finally, it is guided by the successful experience and the attribution of success or failure. " Psychological field "experience." The construction of "cultural field" based on strategy transformation and ability enhancement and the construction of "network field" based on learning efficacy are found in the construction of "network field" based on learning efficiency.
【作者单位】：西南大学教育学部;
【基金】：国家社科基金“十二五”规划2012年度教育学一般课题“新课程背景下的学业负担问题研究”(项目编号:BHA120046)研究成果之一
【分类号】：G442
【正文快照】： 罗生全|西南大学教育学部教授,教育学博士(重庆400715)。学业负担过重会扼杀学生的学习兴趣和创造力,损害学生身心健康,阻碍教育质量提升,更重要的是会遮蔽教育本体功能和社会功能的有效发挥。然而,中国几十年减负历程都将视野定格在“外围”,进而在不断放大了的外因中“打转

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