基于循证理念的在线学习焦虑情绪干预模型与实证研究  

A model and empirical research of anxiety intervention inonline learning based on evidence

作　　者：刘丹[1] 刘昊妍 杨琳 李玉斌[1] LIU Dan;LIU Haoyan;YANG Lin;LI Yubin(School of Computer and Information Technology,Liaoning Normal University,Dalian 116029,China)

机构地区：[1]辽宁师范大学计算机与信息技术学院,辽宁大连116029

出　　处：《辽宁师范大学学报（自然科学版）》2022年第3期336-345,共10页Journal of Liaoning Normal University:Natural Science Edition

基　　金：教育部人文社会科学研究一般项目(21YJA880062);辽宁省普通高等教育本科教学改革研究优质教学资源建设与共享项目(辽教办[2021]254号)。

摘　　要：在线学习焦虑情绪对学习者的认知水平、学习成就等具有不可忽视的影响,对其进行有效干预是开启学生积极心理的有效途径.鉴于此,首先明晰了在线学习焦虑情绪的作用机制,基于循证理念,结合技术环境下的完整干预流程,构建由筛选、监控预测、决策和循证干预四环节循环迭代组成的焦虑情绪循证干预模型;依托在线学习平台完成“平台+教师”“平台+学生”“教师+学生”3种在线干预课堂的设计与实施,结果验证了该在线学习焦虑情绪循证干预模型对调节在线学习焦虑情绪和提升学习成绩方面均有效.Online learning anxiety has a non-negligible impact on learners’ cognitive level and learning achievement, and effective intervention is an effective way to activate students’ positive psychology. In view of this, the article first clarifies the mechanism of online learning anxiety. Based on the evidence-based concept, combined with the complete intervention process in the technical environment, an evidence-based anxiety intervention model composed of four cycles of screening, monitoring and prediction, decision-making and evidence-based intervention is constructed. Rely on the online learning platform to complete the design and implementation of three online intervention classes of “platform + teacher” “platform + student” and “teacher + student”. The results verify that the evidence-based intervention model for online learning anxiety is effective in regulating online learning anxiety and improving academic performance.

关 键 词：在线学习 焦虑情绪 循证干预 模型与实证研究 

分 类 号：B842[哲学宗教—基础心理学] G434[哲学宗教—心理学]