摘要
高职学生中学习困难学生占比不低,面对学习困难时往往出现夸大困难、自我贬低、畏惧、退缩、逃避等自我否定倾向的负性认知。长期负认知心理状态易导致学生心理失衡和消极发展,容易摧毁自我调节机制,导致更严重的学习问题甚至是发展问题。通过改革评价方式、优化教学方法、加强人文关怀等途径,可帮助学困生转化负认知,形成正性认知,从心理层面化解学习困难的源头问题,帮助学生积极、自信地投入学习。
Students with learning difficulties account for a large proportion in higher vocational colleges. In the face of learning difficulties, most of them often have negative cognitive tendencies of self-denial, such as exaggerating difficulties, self-deprecation,fear, retreat, escape, etc. Long term negative cognitive psychological state will lead to psychological imbalance and negative development, which is easy to destroy the self-regulation mechanism, leading to more serious learning problems and even development problems. By reforming evaluation methods, optimizing teaching methods, and strengthening humanistic care, students with learning difficulties can transform negative cognition, form positive cognition, and solve the source problem of learning difficulties from the psychological level.
作者
李芳
LI Fang(Hunan Polytechnic of Water Resources and Electric Power,Changsha,Hunan,China 410131)
出处
《湖南邮电职业技术学院学报》
2022年第4期41-43,共3页
Journal of Hunan Post and Telecommunication College
基金
2020年湖南省教育科学“十三五”规划课题“行为主义视域下高职学困生负认知心理分析及应对措施研究”(课题编号:XJK20BZY015)。
关键词
高职
学困生
负认知心理
higher vocational colleges
students with learning difficulties
negative cognitive psychology
