The Application Of Attribution Theory In High School Geography Teaching

High school students will go through a life important turning point—college entrance examination. But the only standard to decide the success or failure of the college entrance examination under the current appraisal system is students’ performance. So during the high school stage, many students are doing the common thing, study hardly, improve their performance. Student’s result has become its main achievements in high school. Teachers, students and parents will evaluate and analyze the causes of students’ current achievements for the next good result. Cause analysis also can saying attribution. And different attribution will affect the next learning and performance through affecting students’ learning motivation, learning attitude. Learning scores or test scores is basically divided into two kinds of circumstances, good results and bad results, good grades called successful situation, and bad grades called failure situation in the attribution theory. Due attention to the study result, the students and teachers are always attribute the achievements, and teachers’ evaluation and requirements will directly and indirectly affect students’ attribution. The philosophy discusses the universality of causal relationship, so there exists a causal relationship within the category of education. And in the actual research and applications, attribution theory are widely used in education field, there are also many scholars apply attribution theory to a certain subject teaching, such as English, physics, etc. he author thinks geography teachers properly use the theory to learn students attribution, and to improve the teaching, then to help students improve their geography study and their results.On the basis of studying and researching books and literature of relevant attribution theory, combining with my own teaching practice, take the method of literature research, survey method, case analysis, around high school students attribution problems in the current high school geography teaching and attribution theory guide geography teaching practice, etc,give systematic in-depth discussions. Through the investigation and analysis, the main conclusions in this paper are:1.The students tend to ability attribution in attribution of learning achievement, especially good record or failed many times. Attributed to strong ability when get good result, students will have a pleasant emotional experience, then the learning motivation will be more stronger, at last the students will form the benign cycle of attribution. And in the case of many failures——the students always get poor grades, they tend to negative attribution of ability, then feel negative experience, like frustrated, disappointed, etc. After that the learning motivation of students gradually reduce,they will form a vicious cycle of attribution. It will also make students form the learned helplessness.2.Most of the students know the causal relationship between effort and good performance, but some students can not insist for a long time. So the teacher must take some encourage measures to guide them to continue to take efforts at ordinary study times.3.Students’ personal experience affects their bias or preference of the teacher and a subject, the bias can lead to students’attributed bias.4. Boys and girls are differences in attribution. In successful situation, girls tend to ability attribution,boys tend to effort attribution; In failed situation, girls tend to internal attribution such as ability, boys tend to external cause such as no effort.5.The influence factors of students’ attribution include:Students’ personal characteristics and teachers’ behavior. The study found that, teachers’ behavior is a major cause of influencing students’ attribution, speech ACTS in teacher’s teaching behavior show more, is the bigger influence on the students.6.Attribution theory is suitable for application in geography teaching, when attribution theory was applied to the teaching of geography,teachers need pay attention to the students, improve teaching methods, and to their own words and deeds, in a timely manner and the analysis of the question after class of students. Teachers through improvement of the classroom language evaluation and the teaching methods and teaching can help students form the correct attribution, but it requires a long process.