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战胜数学学习障碍，塑造积极心理品质——元认知干预技术在盲校心理辅导中的应用研究

Overcoming Mathematical Learning Obstacles and Shaping Positive Psychological Qualities —Application of Meta-cognitive Intervention Techniques in Psychological Counseling Blind Schools

心理咨询理论与实践 / 2024,6(12)：826-832 / 2025-01-06 58 36

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• 作者： 丛玉明      邱林      薛晓莉      秦晓彬      庄涛     
• 单位：

  大连盲聋学校，大连

• 关键词： 元认知干预技术；数学学习障碍；盲高中生；个案辅导
• Meta-cognitive intervention techniques; Mathematical learning obstacles; Blind high school students; Individual counseling
• 摘要： 本文为一例运用元认知干预技术对一名盲高中生数学学习障碍进行个体辅导的案例分析。首先，利用元认知干预技术原理，通过认知调整让学生明确产生数学学习障碍的心理机制，即对数学学习情境建立了潜意识自动运行的、以消极情绪为核心的条件性情绪反应，这是后天建立的，容易建立也容易消除；然后，借助情感组织者技术帮助学生塑造出积极的情绪体验和战胜困难所需要的积极性格品质支撑；接着，通过放松暗示学习向学生大脑中输入提前设计好的、积极正向面对数学学习情境时该怎么想、怎么做和怎么评价的可操作程序性知识，在放松训练的帮助下建立新的以积极情绪为核心的条件性情绪反应，并通过反复练习使其潜意识自动运行，让学生面对学习情境时想学能学进、想做能做到、想放能放下，进而战胜学习障碍；最后，回归学科知识本身，联合学科教师，帮助学生制定详细的补习计划，高效学习补齐学科知识短板，最终战胜数学学习障碍，考上理想大学。
• This study uses meta-cognitive intervention techniques to provide individual counseling for a blind high school student with mathematical learning obstacles. Firstly, the meta-cognitive intervention technique is used to help the student understand the psychological mechanism behind the mathematical learning, which is the establishment of a subconscious automatic response to the mathematical learning context with negative emotions at its core. This is acquired later in life, easy to establish and easy to eliminate. Secondly, the emotional organizer technique is used to help the student build positive emotional experiences and the positive character qualities needed to overcome difficulties. Then through relaxation suggestion learning, the student’s brain is fed with pre-designed positive and operational knowledge of how to think, act, and evaluate when facing the mathematical learning. With the help of relaxation training, a new conditional emotional response with positive emotions at its core is established and repeatedly practiced to become a subconscious automatic response. This enables the student to face the learning context with a desire to learn, the ability to act, and the ability to let go, thereby overcoming the learning obstacle. Finally the focus returns to the subject knowledge itself, and in collaboration with the subject teacher, a detailed remedial plan is made to help the student catch up on subject and ultimately overcome the mathematical learning obstacle to enter their ideal university.
• DOI： https://doi.org/10.35534/tppc.0612100
• 引用： 丛玉明，邱林，薛晓莉，等．战胜数学学习障碍，塑造积极心理品质——元认知干预技术在盲校心理辅导中的应用研究［J］．心理咨询理论与实践，2024，6（12）：826-832.