儿童英语习得性无助的正确归因与干预  

On the Correct Attribution and Intervention of Children’s English Acquisition Helplessness

作　　者：袁盈儿 YUAN Ying’er(Ningbo Haishu Foreign Language School,Ningbo 315000,China)

机构地区：[1]宁波市海曙外国语学校,浙江宁波315000

出　　处：《宁波教育学院学报》2022年第1期43-47,共5页Journal of Ningbo Institute of Education

基　　金：宁波市基础教育教研课题“构建小学英语生命化课堂教学的策略研究”(LX2019108)。

摘　　要：习得性无助感是一种普遍存在的心理障碍,在小学英语学习过程中,由于小学生内因如缺乏成功体验、不恰当的归因和不正确的比较以及家庭、学校和教师的外因共同影响下的一种低自我效能感、低学习动机的认知障碍。通过集体干预的形式,从儿童的英语学科核心能力、归因方式、自我认知以及家长认知四个方面进行干预,旨在将儿童习得性无助感转变为高自我效能感。Learned helplessness is a common psychological obstacle.In the process of primary school English learning,it is a cognitive barrier with low self-efficacy,low learning motivation,due to the students’ internal factors,such as lack of successful experience,improper attribution and incorrect comparison,as well as the external factors of family,school and teachers.In the form of collective intervention,the interventions are carried out from four aspects:students’ English core competence,attribution style,self cognition and parents’ cognition,aiming to transform their learned helplessness into high self-efficacy.

关 键 词：习得性无助 自我效能感 学习动机 归因 英语学习 后百分之二十 

分 类 号：G622.0[文化科学—教育学]