A Study On Maternal Growth Thinking Intervention Directed At The Healthy Growth Of Primary School Students

Growth thinking is a basic belief held by individuals that their own ability is changeable.When facing success or failure,individuals with growth thinking tend to make controllable internal attribution,have more positive self-management efficiency,and have more harmonious interpersonal relationship with the society and others.Cognitive neuroscience research believes that the brain is constantly developing and changing throughout a person’s life.Childhood,namely primary school students,is the most rapid period of brain development,and also the key period to lay the foundation for lifelong education.Parents’ thinking patterns are significantly correlated with their children’s thinking patterns,and can effectively predict their children’s thinking patterns.Therefore,this study aims to cultivate the growth-oriented thinking of the parents of primary school students and ultimately benefit both parents and children.In the past,the subjects of the research on the cultivation of growth thinking were all students.This study makes up the gap in the field of the cultivation of growth thinking of students’ parents,and provides certain basis and reference for the cultivation of growth thinking of parents in the later stage.This study will be divided into three child study,the use of the growth and scale,the thinking mode of 98 pairs of parents and children to carry on the survey,according to survey results randomly selected a pair of growth with a pair of parents and children have fixed thinking characteristic of parents and children to a one-on-one semi-structured interviews and confirmed through the result of the survey data.The research results show that there is a significant correlation between parents and children’s thinking patterns,and parents can predict children’s thinking patterns more accurately.This conclusion is the basis for the existence and establishment of Research ii.Research 2 The book "Growth Thinking" by Professor Dweck and the adult education theory by Teacher Shu-guang Zhang are the two theoretical bases.The curriculum content and curriculum form are designed by referring to the existing research on growth thinking,and the results are condensed into a set of systematic growth thinking courses.After the completion of the course design,we cooperated with educational institutions and voluntarily recruited40 parents to participate in the course.Finally,32 parents participated in the course completely.After the completion of the course every week,they would assign the same homework,that is,write a "Growth log" to record their changes.Research three parents to participate in the course of intervention complete 32 after the test,and random original determination results for the growth and the parents of 2,2 parents with the fixed thinking,one-on-one semi-structured interviews,and log for parents collected a week’s growth of information analysis,reveal changes occurring at the same time,in the process of verify the effectiveness of the course intervention.The results showed that parents who completed the course had a significantly higher tendency of growth thinking than those before the course intervention.Conclusions:(1)there is a significant correlation between parents’ and children’s thinking patterns,and parents’ thinking patterns can predict children’s thinking patterns more accurately;(2)Based on the growth thinking theory and adult education theory,and based on the existing research on growth thinking,it is feasible to develop a program for cultivating parents’ growth thinking;(3)The course intervention has a significant effect,which can be promoted in the future to develop parents’ growth thinking.