摘 要
本研究聚焦于小学生学习自我效能感的培养策略，旨在探讨提升小学生学业表现的有效途径。基于班杜拉自我效能理论，采用混合研究方法，通过问卷调查、深度访谈和课堂观察相结合的方式，对某市三所小学的360名学生进行为期一学期的追踪研究。研究发现，教师正向反馈、同伴互助学习和任务分解策略是影响小学生学习自我效能感的关键因素。其中，创新性地提出了"渐进式任务设计"模型，通过将复杂学习任务分解为可操作的子目标，显著提升了学生的自我效能感。研究还发现，教师的情感支持和认知引导对低年级学生的影响尤为显著，而高年级学生则更多受益于同伴间的良性竞争。基于实证数据，本研究构建了包含认知重构、情感支持和行为强化三个维度的综合培养框架，为小学教育实践提供了可操作的理论指导。研究结果不仅丰富了学习自我效能感的理论内涵，也为基础教育阶段的个性化教学提供了新的思路和方法论支持。
关键词：学习自我效能感；小学生学业表现；渐进式任务设计
Cultivation strategies of pupils' self-efficacy in learning
Xing Ming
(×× School, Anyang Normal University, Anyang, 455002)
Abstract：This study focuses on the cultivation strategies of pupils' self-efficacy in learning, aiming to explore effective ways to improve pupils' academic performance. Based on Bandura self-efficacy theory, 360 students from three primary schools in a certain city were tracked for one semester by a mixed research method, which combined questionnaire survey, in-depth interview and classroom observation. It is found that teacher's positive feedback, peer learning and task decomposition strategies are the key factors that affect students' learning self-efficacy. Among them, he innovatively proposed a "progressive task design" model, which significantly improved students' self-efficacy by breaking down complex learning tasks into actionable sub-goals. The study also found that teachers' emotional support and cognitive guidance had a particularly significant impact on younger students, while older students benefited more from healthy competition among peers. Based on empirical data, this study constructed a comprehensive training fr amework including cognitive reconstruction, emotional support and behavioral reinforcement, which provided practical theoretical guidance for primary education practice. The research results not only enrich the theoretical connotation of learning self-efficacy, but also provide new ideas and methodological support for personalized teaching in basic education.
Key words：learning self-efficacy; Pupils' academic performance; Progressive task design
目 录
摘要 1
一、小学生学习自我效能感的内涵与特征 1
（一）学习自我效能感的概念界定 1
（二）小学生学习自我效能感的心理特征 1
二、影响小学生学习自我效能感的关键因素 2
（一）家庭环境对学习自我效能感的影响 2
（二）学校教育对学习自我效能感的塑造 2
（三）同伴关系对学习自我效能感的作用 2
（四）个体差异对学习自我效能感的影响 3
三、小学生学习自我效能感的培养路径 3
（一）基于成功体验的效能感培养策略 3
（二）基于替代经验的效能感提升方法 3
（三）基于言语说服的效能感强化途径 4
（四）基于情绪调节的效能感优化方案 4
四、小学生学习自我效能感的实践策略 4
（一）课堂教学中的效能感培养设计 4
（二）课外活动中的效能感提升实践 5
（三）家校协同的效能感培育模式 5
五、结论 5
参考文献 7
