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“双减”背景下小学高年级学生自主学习能力的特点

The Characteristics of Independent Learning Ability of Upper Primary School Students in the Context of “Double Reduction”

苟聪颖¹²

Psychology of China / 2026,8(5): 824-830 / 2026-05-28 20 19

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• Information:

  1．新疆师范大学心理学院，乌鲁木齐；
  2．新疆心智发展与学习科学重点实验室，乌鲁木齐

• Keywords:
  Double reduction background; Autonomous learning ability; Cultivation strategies; Upper elementary school students
  双减背景; 自主学习能力; 培养策略; 小学高年级学生
• Abstract: The purpose of this study is to explore the characteristics of the independent learning ability of upper elementary school students, and to put forward corresponding educational suggestions based on the results of the study. The Questionnaire on Independent Learning Status of Elementary and Middle School Students was used to conduct a questionnaire survey and data analysis on 267 elementary school students, and the results found that (1) The independent learning ability of elementary school students in grades 5 and 6 is generally in the middle to upper level; (2) At the grade level, the independent learning ability of grade 5 students is better than that of grade 6 students as a whole and shows a significant difference in each dimension (internal motivation, self-control, conscientiousness, competence, self-motivation) showed significant differences; (3) At the gender level, girls’ self-directed learning ability was superior to boys’, and the differences were especially significant in the dimensions of self-control and conscientiousness. Based on the findings, this study suggests that students should learn to break down goals and tasks and have a good mindset; schools should provide autonomous space and improve the evaluation system; and parents should set up scientific education concepts and build collaborative parenting. In this way, we can help upper elementary school students to better become lifelong learners needed by today’s society. 本研究旨在探讨小学高年级学生自主学习能力的特点，并针对研究结果提出相应的教育建议。采用中小学生自主学习状况调查问卷对267名小学生进行问卷调查和数据分析，结果发现，（1）小学五年级和六年级学生的自主学习能力总体处于中上水平；（2）在年级层面，五年级学生的自主学习能力整体优于六年级学生，并且在每个维度上（内驱力、自控力、自觉性、胜任力、自我激励）都呈现显著差异；（3）在性别层面，女生的自主学习能力要优于男生，尤其在自控力和自觉性维度上差异明显。基于研究结论，本研究提出，学生要学会目标任务分解，保持良好心态；学校应提供自主空间，并完善评价体系；家长要树立科学教育理念，共筑协同育人体系。以此来帮助小学高年级学生更好地成长为当今社会所需要的终身学习型人才。
• DOI: 10.35534/pc.0805122 (registering DOI)
• Cite: 苟聪颖. (2026). “双减”背景下小学高年级学生自主学习能力的特点. 中国心理学前沿, 8 (5), 824-830.