A Study On The Attribution Of Physics Achievements In The Second Year

Academic achievement attribution is one of the hot issues in psychologicalresearch today, the psychology is mainly about how people explain their own orother’s behavior, and how the explanation influence their emotions，motivation andbehavior, person on the attribution of an event influences the level of motivation andinitiative of its subsequent behavior, Therefore, research on academic achievementattirbution has great influence on the students’ learning, student individualdevelopment, improving the quality of school education and also has an irreplaceablerole in achieving the goal of quality education. This article embarks from theeducation psychology and teaching practice，Through the questionnaire survey,probing into the second year students physical academic achievement attirbution types.On the basis of attribution theory, combining the characteirstics of the second yearstudents and physical discipline, putting forward the strategies to improve teenagerstudents’ physical academic achievement attribution. Strategies were applied to thepractice for guiding students to active academic achievement attribution, andproviding reference for further improving physical academic achievement.This thesis is divided into ifve chapters. In the ifrst chapter, after defining theconcepts, I birefly explained the research problems and significance of this topic andthe status of this subject research about the study of the physics academicachievement and the attribution both at home and abroad. The second chaptercontains the study of the theory about the physics academic achievement attribution,by using the study of physics academic achievement attribution theory, I put forwardthe”middle school students’ physical academic achievement attribution role model’1based on the mode of W’einer motive attribution and the research of the domesticscholars. The third chapter is about the practice research of physical academicachievement attirbution problem, at ifrst I carired on the questionnaire investigation tothe second year students as the pretest of the physics academic achievementattirbution of them. By using SPSS statistical analysis sotfware with the result ofinventory, we can get students’ attribution characteristics as well as the similarities and differences, it also can be concluded that there are many di(Terences between boys’and girls，physics academic achievement attribution. The students in the experimentalgroup were being trained for two months. It mainly includes guiding students to set upreasonable physical learning goals, guiding students to choose the irght model,creating a relaxed and harmonious atmosphere in physics learning, making incentiveevaluation for students’ physics learning, helping students improve their self-eiffcacyof physics learning from experiencing more success and evaluating students’ physicslearning efficiency by means of "learning archives Finally I investigated students’attribution as the post-text to analyze the effect of attribution training of educationcountermeasures. Then I made the conclusion of this research in the fourth chapter. Inthe fitfh chapter, I pointed out the shortcomings of this study and looking forward tothe research of this topic.