Investigation And Research On The Attribution Disposition Of PE Learning Success Or Failure And The Relationship Between It And The Self-efficacy Of The Middle School Students With Disabilities In Eyes Or Ears In WeiFang

Nowadays, the physical education (P.E) in Special Schools as a part of the disabled P.E get put on more and more importance. But presently, there are few researches on how to develop the disabled physical education better. The research mainly investigates attributing disposition of learning success or failure in P.E and self-efficacy of the Middle school students with disabilities in eyes or ears and the students without disabilities, and find some reasons that influence their P.E learning, According to the existing problems, some suggestions are made after with the purpose of offering some help for the exchange and development of special P.E education.The students who are chosen in this research are from three deaf or blind special middle schools and three normal middle schools nearby, the number of the total students is 287,including 148 boys and 139 girls. The students chosen are divided to three groups according to different schools. That is to say the students with disabilities in eyes,the students with disabilities in ears and the students without disabilities. The number of the students with disabilities in ears is 106, including 52 boys and 54 girls, the number of the students with disabilities in eyes is 53, including 33boys and 20 girls and the number of the students without disabilities is 128, including 63 boys and 65 girls, "attribution questionnaire on the success or failure in P.E of middle school students" and "the questionnaire of self-efficacy" are adapted in this research. The results indicate:(1)The attribution disposition of the Middle school students are not all the same. The students with disabilities in ears mainly distribute their learning success or failure to learning environment which is internal and uncontrollable and so on; the students who are with disabilities in eyes or without disabilities attribute their success or failure to their own abilities, interests which is internal and so on.(2)Three is significance in the disposition of success or failure of P.E learning between boys and girls who are with disabilities in eyes. Boys prefer to choose success instead. Three is also significance in the disposition of success or failure of P.E learning among different grades, the higher the grades are, the more possible they choose success. Three is no significance among different grades and different genders.(3) The self-efficacy level of the middle school students with disabilities in eyes or ears is highly relative to the learning success or failure, the self-efficacy of the students who gets success in P.E learning is evidently higher than the students who get failure in P.E learning. For the students who get success in P.E learning, the self-efficacy level of the students without disabilities is highest, then is the students with disabilities in eyes, and last is the students with disabilities in ears. But for the students who get failure in P.E learning, the self-efficacy level of the students with disabilities in eyes is highest, then is the students without disabilities, and last is the students with disabilities in ears.Suggestions:(1) Teachers should lead students to construct the favorable attribution way during they teach.(2)Teachers should construct the attribution way according to the different ages, and they should strengthen the students' attribution.(3)According to characters of physiology development of the students with disabilities in eyes or ears, we should arrange some sports that suit for the students.(4)Usually, teachers may lead ,encourage and reinforce the students to construct the favorable attribution way according to the usual education and teaching work.