Achievement Attribution And Practice Of Students' Physics Achievements In Senior High School

Education is the foundation. Since the 21 st century,While science and technology is growing,Education has always been the eternal theme of human survival and development. The Hot of Psychology Research —— "attribution theory",academic achievement attribution,which provides a new perspective for further improving the quality of teaching. The knowledge of physics in Junior school and high school has differences in breadth, depth and learning methods, students in high school face a stage of insurmountable gulf in learning physics,so physics is recognized as one of the most difficult discipline. Students’ enthusiasm in studying physics is declining generally.However, as a basic science, physics is necessary to be studied. therefore,to find a useful Physics Teaching Strategies which is based on attribution theory is necessary.Research method of this paper is given priority to with quantitative research,qualitative research is complementary, from the reality of education psychology and physics teaching, two in Shanghai by the communist party of China(125 senior high students in physics learning status and the characteristics of the physics academic achievement attribution scale survey; Successful application of Excel and SPSS software statistical physics academic self evaluation results and the losers, boys and girls, classes and focus on students physical attribution and academic success and significant differences between the t test; Study on physical academic success and failure attribution style in several different common negative attribution; further study and put forward some teaching strategies of academic students physical failure attribution; the implementation of a period of time of teaching strategies and attribution training after high school physics learning achievement attribution and attribution of investigation and physical examination results before and after the test results were statistically compared, in order to test the effectiveness of the teaching strategy; selected class(3) of two cases a typical negative attribution class; positive attribution training intervention of two students for a period of time after the physical and academic achievement of Physical academic success and failure attribution before and after test statistics analysis and significant difference t test; finally, the period of high school students and the final physical examination and analysis of papers,research students the wrong sites, error rate and causes, statistical analysis thevariation of the error rate of the same test students. The study to guide the student to carry on the positive physical education success or failure attribution and to further improve the students’ physical academic achievement provides a reference.Investigating a series of data analysis, this paper draws the following conclusion:1. High school students physics learning performance status has the following characteristics: most of the high school students’ physics learning motivation is not strong, learning objectives are not clear, lack of interest in learning, and physical learning habit is bad, pre class prep students, classes focus on the students less. In addition, high school students physical learning attitude is not serious, in the face of the physical problem, few students will take the initiative to seek solutions.2. High school students from physical academic self evaluation results, high school physics academic self evaluation tend to failure evaluation. Relatively speaking, the physics education focus on students evaluation of failure ratio than the parallel class students. But whether the key class or classes, boys tend to physical academic self evaluation success than girls.3. High academic students physical attribution showed the following characteristics: on the whole, Students thought that the teaching level of teachers is a physical exam success is the most important influencing factors, difficulty questions and examination room to play is physical examination secondary success factors; and the examination room to play mad and not suitable learning methods is physical academic failure is an important factor, followed by the test questions difficulty,learning base, examination to factors such as luck, and the teaching level of teachers and the relationship between teachers and students is the secondary factor. From the point of view of internal and external attribution, the attribution of the high school students’ physical academic success or failure has a certain tendency. Overall, the success or failure attribution of high school students’ physical education is more inclined to internal attribution. In the success attribution, the high school students have no obvious attribution tendency in the internal and external attribution. Some students pay too much attention to the factors of the examination luck, which is the typical negative attribution of success attribution. In the attribution of failure, the high school students mainly tend to internal attribution. Stability from the physics academic achievement attribution perspective, the high school students’ physics academic success and failure attribution tendency is mainly on the unstable factors;from the view of the control attribution angle, high school students are the most likelyto uncontrollable attribution.4. From the whole, high school students physical academic attribution does not exist significant gender differences. However, a high male students have great difference in success, males tend to be stable and controllable internal attribution,while girls are more inclined to external instability, uncontrollable attribution. In addition, in the context of failure attribution, attribution, Taka Kazuo girls are more inclined to internal, unstable and uncontrollable.5. In the physical academic success, there are significant differences between high classes and key class students. The factors of students in key class attribution rating mean are higher than the parallel classes of students, these two factors, only the level of teachers’ teaching and examination of luck success below the parallel class. In the physical academic failure, no significant difference between the parallel class, key class students.