小学中年级阶段的学生处于认知发展的关键期，由此可见认知能力的培养与训练对其学习生活有着非常重要的作用与意义。在智力和同伴、家长、教学方法、学业难度加大等因素的影响下，学生表现出学习困难的现象，进而成为学困生。而学生在学习过程中产生的学习倦怠现象，成为阻碍学生学习发展的重要因素之一，因此对其进行缓解有十分重要的教育意义。

本研究目的是开发设计小学学困生认知能力训练方案，并验证其效果，且考察其对学习倦怠的影响。研究采用2（实验组/对照组）*2（前测/后测）实验设计法，在广东省珠海市某小学四年级选取59名学困生作为被试，组成实验组和对照组两组，然后对实验组进行认知能力训练，共计10周，对照组不进行任何的干预训练。实验前后均采用认知能力测验系统和《青少年学习倦怠量表》问卷，对实验组、对照组分别进行认知能力测验和学习倦怠问卷填写。

研究结论如下：

（1）经过认知能力训练后，实验组的认知水平得到显著提高，除注意力水平无显著提高外，记忆能力、视知觉-空间能力、推理能力水平均变化显著，说明认知能力训练能有效提高学生的认知能力

（2）经过认知能力训练后，被试的学习倦怠程度显著降低，各维度除身心耗竭程度无显著变化外，低成就感、学业疏离维度均较训练前显著降低，说明认知能力的提高对学习倦怠产生了影响。

Primary school students are in the critical stage of cognitive development, so the cultivation and training of cognitive ability has a very important role and significance in their learning and life. Under the influence of intelligence, peer, parents, teaching methods and increasing academic difficulty, students show the phenomenon of learning difficulties, and then become students with learning difficulties. The phenomenon of students' learning burnout in the process of learning has become one of the important factors hindering the development of students' learning, so it is of great educational significance to alleviate it.

The purpose of this study is to develop and design a cognitive ability training program for students with learning difficulties in primary schools, and to verify its effect, and to investigate its impact on learning burnout. In this study, 59 students with learning disabilities were selected as subjects in the fourth grade of a primary school in Zhuhai City, Guangdong Province, using the 2 (experimental group / control group) and 2 (pretest / posttest) experimental design method. The experimental group and the control group were divided into two groups, and then the cognitive ability training of the experimental group was carried out for a total of 10 weeks. The control group did not carry out any intervention training. Before and after the experiment, the cognitive ability test system and the adolescent learning burnout scale were used to fill in the cognitive ability test and Learning Burnout Questionnaire for the experimental group and the control group.

The research conclusions are as follows:

(1) After the cognitive ability training, the cognitive level of the experimental group was significantly improved. Except for the attention level, the memory ability, visual perception spatial ability and reasoning ability changed significantly, which shows that the cognitive ability training can effectively improve the cognitive ability of students.

(2) After the training of cognitive ability, the level of learning burnout was significantly reduced. Except for the level of physical and mental exhaustion, the dimensions of low achievement and academic alienation were significantly lower than before the training, which showed that the improvement of cognitive ability had an impact on learning burnout.