摘  要:学习倦怠是学生在学习过程中由于过度的学习压力而产生的情感、态度和身体上的一系列负面反应。由于Maslach提出的倦怠概念对倦怠研究的重要影响，导致了人们对学习倦怠概念的研究基本使用了Maslach关于工作倦怠的概念，只是把时间背景做了相应的调整。如Schaufeli等人将学习倦怠定义为：由于过度的学习需求而使学生产生情绪耗竭，疏离学业，成就感低落。对小学生学习倦怠的深入系统研究，将有助于人们了解小学生学习倦怠的表现形式、发展趋势及其影响因素，进而实施有效的缓解策略。文章采取随机集体施测的方法，以西双版纳傣族自治州勐海县的两所不同类型的小学为研究对象，探讨小学生在数学学习时的倦怠情况及其表现形式，分析小学生数学学习倦怠的影响因素，进而提出有效的缓解策略，帮助学生克服困难，学好数学。在调查的基础上，结合学习倦怠的相关理论与小学生学习的特点，得出以下结论：

　　　第一，农村小学生数学学习倦怠是由情感耗竭、低成就感、消极态度、教学欠缺、交际缺乏、缺乏关爱六个维度组成。农村小学生数学学习倦怠分别与每个维度都具有较高的相关性。

　　　第二，小学生在低效能感、教学欠缺、缺乏交际的维度上倦怠情况严重。产生了数学学习倦怠的学生，很可能是没有信心，没成就感，排斥数学学科教师，不会与别人相处的学生。小学生在数学学习过程中的失败经历越多、数学课程负担过重对学生产生的外部压力越大、小学数学学科的抽象性、逻辑性与严谨性给小学生造成的困扰越大，则小数学学习倦怠的几率就越高；小学数学教师的启发性、鼓励性、激励性原则做得到不到位，教师的教学技能是否适合小学生，都是影响小学生数学学习倦怠的主要因素。

　　　第三，农村小学生调查问卷的基本因数中，是否住校、户口、学校、民族对数学学习倦怠有显著影响。具体表现为在农村学校就读，农村户口，属于少数民族的学生数学学习倦怠程度明显高于在城镇学校就读，城镇户口，属于汉族的学生。

　　　第四，农村小学生数学学习倦怠表现形式与年级的关系：六年级的学生的倦怠程度显著高于四、五年级的学生，但四、五年级间的差异并不明显；各影响因素对六年级学生的影响程度显著高于四、五年级的学生，对四、五年级学生的影响程度差异不明显。

　　　第五，以理论分析与调查研究为基础，提出以下缓解农村小学生数学学习倦怠的教学策略：增强农村小学生在日常数学学习过程中的成功体验；缓解数学课程负担过重给学生造成的困扰；数学教师在教学过程中应重视与学生的交流互动与恰当运用反馈；增强农村小学生学习数学的内部动机；提高农村学校的教学设备、教学质量。通过上述方式期待能有效缓解农村小学生数学学习倦怠的程度。

关键词：小学生；数学；学习倦怠

ABSTRACT:Learning Burnout is a serious of negative responses of emotion, attitudes and physical which students produced during learning process under the excessive learning stress. Due to the concept of Burnout which advocated by Maslach has a great influence on the Burnout research. Mostly, scholars use this concept to do the Learning Burnout Research and just make a corresponding adjustment in the time background. Making a systematic study on the pupils’ Learning Burnout will contribute to people understand the manifestation patterns, growing trend and influencing factors of the pupils’ Learning Burnout and then carry out the effective mitigation strategies. This paper takes the method of Collective Random Testing and two different types of primary schools in Menghai County as the research objective. This paper aims at discussing the manifestation patterns of the Learning Burnout when pupils learn mathematics and analyze the influencing factors, and then puts forward the effective strategies to help students get over the difficulties in mathematics learning. On the base of investigation, combing the relevance theory of Learning Burnout with the pupils’ mathematics learning characteristics, this thesis makes the following conclusions:

　　　Firstly, the rural primary school mathematics Learning Burnout is consisted of six dimensions which include emotional exhaustion, low achievement, negative attitudes, teaching defect, lack of communication and lack of care. The mathematics Learning Burnout respectively has a high relevancy with each dimension.

　　　Secondly, students are in a serious condition in the dimensions of low-performing sense, teaching defect and lack of communicative. Consequently, a mathematics learning burnout student would appear and his is likely to have no confidence, no sense of accomplishment, even exclude the mathematics teachers, and does not get along with others.

　　　The more failures and external pressure that the students experienced in mathematics learning process and the greater puzzle from the subject abstraction, logicality and preciseness would lead to the higher rate of Learning Burnout. Whether the principles of inspiring, encouraging and motivating which carried out by the elementary mathematics teachers have been done in  right place, or the teacher’s teaching skills are appropriating to pupils, both aspects are the main factors to affect the pupils’ mathematics Learning Burnout. Thirdly, among the basic factors in the questionnaire, such as in residence or not, household registration and nationality, these factors have a significant effect on Learning Burnout which is showed as the rural school students and the rural household registration minority students have the higher Learning Burnout level than the students in urban schools, urban household registration and belonging to the Han nationality.

　　　Fourthly, the rural primary school mathematics Learning Burnout has the relation with the grades. It manifests as the sixth grade students’ burnout is obviously higher than the fourth and fifth grade students. There has no obvious difference between grade four and grade five. The affecting factors have the more notable influence on the sixth grade than the other two grades.

　　　Fifthly, according to the theoretical analysis and investigation, this paper puts forward the following strategies to mitigate the pupils’ mathematics Learning Burnout. Such as enhance the success experience during the learning process; relieve the pupils’ trouble from the overburdened curriculum; the mathematics teachers during the teaching process should pay attention to the interaction with students and appropriately make use of teaching feedback; heighten the pupils’ internal motivation to learn mathematics; improve the teaching equipment and teaching quality of rural schools. Getting through the motioned approaches, this paper tries to look forward to effectively alleviate the mathematics Learning Burnout level in rural primary school.

Key Words: pupils; mathematics; Learning Burnout