多元智能与中学生社团活动的自我效能感研究
Multiple Intelligences and Self-Efficacy of Middle School Students’ Community Activities

本研究聚焦多元智能理论、中学生社团活动与自我效能感之间的关联，首先阐释多元智能理论的基本概念，并剖析中学生社团与自我效能感的内在联系，呈现社团活动在学生自我认知与成长中的潜在价值。其次，本文深入探讨社团活动对中学生自我效能感的影响机制，揭示了成功经验的积累能够让学生在多元智能的实践中增强自信，替代经验的获得可以使学生受榜样激励而提升信念，情绪唤醒与劝说则借助了群体力量激发学生的内心潜能。最后，本文提出了基于多元智能理论的一系列建议，包括优化社团活动设计、创设学生主体环境和建立多元评价体系，以促进学生自我效能感的提升。本研究致力于为理解和增强中学生在社团活动中的自我效能感提供理论支持和策略建议，进而推动素质教育的深入发展。
This study focuses on the theory of multiple intelligences, the relationship between middle school students’ community activities and self-efficacy. First, it explains the basic concept of multiple intelligences theory, analyzes the internal relationship between middle school students’ community activities and self-efficacy, and presents the potential value of community activities in students’ self-cognition and growth. Secondly, this paper deeply discusses the mechanism of the influence of community activities on the self-efficacy of middle school students, revealing that the accumulation of successful experience can enhance students’ self-confidence in the practice of multiple intelligences, the acquisition of alternative experience can motivate students to enhance their faith by example, and emotional awakening and persuasion can stimulate students’ inner potential with the help of group power. Finally, this paper puts forward a series of suggestions based on the theory of multiple intelligences, including optimizing the design of club activities, creating the student subject environment and establishing a multiple evaluation system, so as to promote the improvement of students’ self-efficacy. This study aims to provide theoretical support and strategic suggestions for understanding and enhancing the self-efficacy of middle school students in community activities, so as to promote the in-depth development of quality education.