Attribution Theory In The High School Physics Teaching Application Research

With the "five strict" requirements and the implementation of jiangsu currentcollege entrance examination system, resulting in physics classroom teaching timereduced, the middle school physics teaching and learning have made a great impact.And the senior high school physics students generally feel headache is one of thedisciplines, so that students learn "bitter", the teacher teaches "tired", students lackof enthusiasm, teacher does not have the sense of accomplishment. How to improvethe physics teaching and learning result, is a senior high school teachers and studentsconcern. This article in view of the current senior high school physics teaching andlearning problems existed in attribution, and give full play to the attribution theory inthe senior high school physics teaching and learning, looking for the role, and analyzethese the causes of the existing problems and take specific training measures, so asto make the teachers and students form a reasonable attribution habit, inspirestudents interest, training motivation to learn and improve physical performance.This paper consists of four parts: The first part mainly according to the problemof high school physics teaching and learning of the selected topic basis, researchsignificance and content, and the attribution theory in our country education fieldsare reviewed; The second part mainly introduces the attribution theory and itsdevelopment of the three main stages, focus on the field of education has a greatinfluence on the Werners achievement motivation theory; The third part mainly isexperimental research. According to the first Werner (Weiner,1986) reasonclassification model, combined with high school physics learning practical at thesame time, for others the designed high school students physical academic statusquestionnaire, adapted the multidimensional-many attribution causal scale toinvestigate teachers and students attribution present situation, and the results arestatistics, analysis of the teachers and students in senior high school physics teachingand learning problems of attribution. Summarized the influence the studentsattribution the teacher behavior, so as to the student to carry on the reasonableattribution guidance and training. Finally, the training of the measurement, the result shows: the attribution theory on students physical performance is increased in acertain role in promoting; The fourth part summarizes this topic research, teachersattribution theory application to students attribution guidance, training attentionpoint.