The Physical Learning Difficulties Attributed To The Analytical And Practical Research

The new course initiates the education, which includes the whole students, but the learning difficulty becomes the problem that baffling students from developing completely. With the education reform deepening gradually in our country, the research on the learning difficulty suffers the extensive concern increasingly. Therefore, in order to solve the present difficult condition in student's learning, it's necessary to study student's subjective and objective reasons to learning difficulty. We apply causal attribution theories to the analysis of learning difficult, and then apply the result to the physics course; analyzing the widespread and existent physics learning difficulty with practice research.This thesis has totally five chapters. The first unit mainly introduces background and its research meaning, and an overview of learning difficulty research on history and definition are in the second unit, the investigative history progress with latest progress and the most influenced theories: The achievement motive theories, model of emotion attribution and practice theories of Weiner. At the same time we synopticly introduced the characteristics between physics course and study. The third unit makes foundation of former research, setting up "The dynamic function model on attribution to learning difficulty", defining physics learning difficulty and its contents, and analyzing the affect on the difficulty factors in physics learning, then putting forward the research preparation.In order to make sure the attribution practice in the picture of education, and the questions in measure, we make theoretical preparation of attribution practice and measure. The forth unit is mainly about the practical research on learning difficulty in mechanics course of college physics, making attribution practice in the education circumstance, analyzing the difficult factors and adopt the education counter plan. Then we measure the attribution result, analyzing the outcome of attribution practice in education circumstance. We summarize the result of this research, put forward teaching methods, point out the lack in the research, and make an investigative outlook.