化工专业学生学习倦怠成因与干预研究

Study on the Causes and Intervention of Learning Burnout of Chemical Engineering Majors

摘要: 化工专业学生学习倦怠是当前工程教育中普遍存在的突出问题，对学生学业进展、职业发展及心理健康均产生显著负面影响，易导致学习动力不足、专业认同感下降、焦虑情绪滋生等问题。积极心理学聚焦个体积极品质与心理潜能，能够有效提升学生主观幸福感与自我效能感，改善学习体验，对缓解化工专业学生学习倦怠具有重要价值。高校教育工作者应在明晰积极心理学干预学习倦怠内在机理的基础上，将积极心理引导融入专业教育全过程，通过优化教学方式、强化正向激励、开展心理支持等措施，激发学生内在学习动机，提升学习品质与教学质量，促进化工专业学生在学业、心理与职业能力上协同发展，实现全面健康成长。

Abstract: Learning burnout of chemical engineering students is a common and prominent problem in current engineering education. It has a significant negative impact on students’ academic progress, occupation and mental health, and is likely to lead to problems such as lack of learning motivation, decline in professional identity, and anxiety. Positive psychology focuses on individual positive qualities and psychological potential, which can effectively enhance students’ subjective well-being and self-efficacy, improve learning experience, and have important value in alleviating learning burnout of chemical engineering students. On the basis of clarifying the internal mechanism of positive psychology intervening learning burnout, college educators should integrate positive psychological guidance into the whole process of professional education, through optimizing teaching, strengthening positive motivation, and developing psychological support, so as to stimulate students’ internal learning motivation, improve learning quality and teaching, and promote chemical engineering majors to coordinate their academic, psychological and professional abilities, so as to achieve comprehensive and healthy growth.