Current Situation Of Learning Burnout Of Rural Senior High School Students And Group Counseling Intervention

Based on the previous research results and the author’s many years of observation on rural front-line education and teaching,it is found that the problem of learning burnout of senior high school students is widespread.If high school students who enter the critical period of rapid changes in body and mind are in the state of learning burnout for a long time,it will not only directly affect their academic performance and mental health,but also have an adverse impact on school,family and society.In addition,the constraints of subjective and objective factors also make the learning burnout of rural senior high school students an urgent problem to pay attention to.After consulting a large number of previous research results,the author found that the research heat of group counseling intervention on learning burnout of senior high school students has increased in recent ten years,and the intervention effect is generally significant,which also provides a direction reference for the topic selection of the paper.Firstly,This paper selects 876 rural high school students from s school in Shantou as subjects,used the middle school students’ learning burnout questionnaire compiled by Hu Qiao and Dai Chunlin to investigate the overall and various dimensions of senior high school students’ learning burnout,and analyzed its differences in demographic variables;Secondly,the total scores of learning burnout are arranged in descending order according to the results of the questionnaire.60 students in the last 20%are selected for in-depth interviews to explore the negative effects and main causes of learning burnout of senior high school students;Finally,based on the results of the previous investigation and research,and based on the four dimensions of learning burnout,we adapted a targeted group assistance program to carry out group assistance intervention on 12 high school students selected from the interview,while12 high school students in the control group did not accept the intervention.A week after the intervention,the pre-test questionnaire was used for post-test to verify the effect of learning burnout intervention.The empirical research conclusions of this paper are as follows:1.The learning burnout of rural ordinary high school students is at a medium level.The average score of the total score of learning burnout and the average score of the four factors are as follows: the average score of learning inefficiency(2.88)> the average score of physiological exhaustion(2.75)>the average score of emotional exhaustion(2.71)> the average score of total score(2.67)> the average score of alienation between teachers and students(2.35).2.There were significant differences in four factors of learning burnout: gender,academic achievement,student cadre or class cadre,and only child(P < 0.01),but there was no significant difference in different grades(P > 0.05).3.In the group assisted intervention study,the total score and four dimensions of learning burnout of senior high school students were significantly reduced,and the pre-test and post-test results of the experimental group were significantly different.Among them,the change value of low efficiency perception dimension is the largest;The second is emotional exhaustion and physiological exhaustion,and the change value of teacher-student alienation dimension is the smallest.Based on the research of group assistance,this paper draws some reflections: the complexity and repeatability of learning burnout determine its long-term nature;Rural senior high school students’ learning burnout needs to be paid attention to and form a joint force;Mobilize the strength of self growth to deal with uncertain factors to alleviate learning burnout;Group assistance is an effective intervention strategy to alleviate high school students’ learning burnout.