A Study On The Attribution Of High School Students' Achievements In Physics

Academic achievement attribution is mainly about how people explain your own or another’s behavior, and this explains how to influence their mood, motivation and behavior theory of psychology. Personal impact on the attribution of a particular event followed by following the behavior level of motivation and enthusiasm,therefore, research on academic achievement attribution have significant influence on students’ learning, also has the inestimable function to the student individual development.This article embarks from the education psychology and physics teaching,through the questionnaire survey, probes into the high student physical academic achievement attribution, on the basis of attribution theory, combined with the characteristics of senior students and physical discipline characteristic, put forward the tactics of improving high student academic achievement attribution of physics,and applied to practice, to guide students to active academic achievement attribution,the reference for the further improve the physical and academic achievement.This thesis is divided into six chapters. In the first place in the first chapter is the introduction, briefly illustrates the background of this topic is put forward and the necessity, the purpose and meaning of the study, literature review at home and abroad mainly includes the research on physical factors affecting academic achievement at home and abroad about the attribution of research in the field of education, and the relevant concepts are defined. The second chapter is the basis of physical academic achievement attribution theory, there are mainly motivation and emotional attribution, student achievement attribution and academic achievement and attributional training, and the characteristics of the physics discipline attribution research. Chapter iii higher dynamic physical academic achievement attribution of investigation and study, in the first place in a school in Shanghai high student questionnaire survey, the situation of students’ physical academic achievement attribution of as before, using SPSS statistical analysis software with the result of inventory, can get satisfactory result of student, respectively, and is not satisfied with the achievements of students’ attribution characteristics and the differences and similarities before test results were obtained. The fourth chapter is the practice of physical academic achievement attribution problem research, first make a preliminarystudy of the attribution training mode in physics teaching, and students of the experimental group for 6 weeks of explicit and implicit attribution training. Explicit attribution training mainly include direct attribution training of the teachers and students self attribution training. Implicit attribution training mainly include the correct guidance, eliminating psychological barriers, to establish "confidence".Improve the physical study interest, guides the "interest in learning attribution;Establish a good relationship between teachers and students, and make it "kiss the division, the letter the way"; To strengthen the research method instruction, guides the attribution of "learning strategies". Finally, the test after the attribution of students,analysis the effect of attribution training education countermeasures. The fifth chapter summarizes the research conclusion in theory and in practice. Finally, in the sixth chapter points out the shortcomings of this study and research of this topic discussed.