Students Aerobics Skills Learning Difficult Experience And Cognitive Attributed Characteristics Of The Different Stages Of The Investigation And Analysis

RESEARCH PURPOSES:Constructed through the generalization of the Aerobics skills learning for students, differentiation, the automated three stages of a difficult experience as well as the investigation of cognitive attribution, qualitative analysis since the characteristics of the learning difficulties of the students in the different stages of skill learning experience and attribution Characteristics. In the attributed characterized on the basis of the research skills of students learning the different stages, summarized analysis of students attributed characteristic differences in gender, professional. Provide a theoretical basis and practical guide for teachers in the future of teaching students reasonably correct attribution. Attributed to differences of the different stages of learning, different gender and professional students, to take targeted attributed guidance, feasible ways and methods to facilitate students ’learning efficiency so as to improve the students’ motivation.RESEARCH METHODS:Literature data, questionnaire, interviews, statistics, law, language analysis of college students Aerobics skills, experience and cognitive learning at different stages of learning difficulties attributed to investigate, according to Weiner3D attribution theory model summarized summarized Students aerobics skill formation at different stages of learning the difficult experience features as well as cognitive attributed characteristics.CONCLUSION:(1)college students in the Aerobics skills learning generalization stage of learning difficulties experience characteristics, including the action of the three aspects of the behavior, thinking, emotional memory, motor coordination, action norms, movements and gestures, physical ability, task difficulty, musical feeling, professional interest, anxiety, low self-efficacy10characteristics. Musical feeling and action coordination-oriented phase characteristics of the main difficulties experience, followed by the action of memory and task difficulty. Cognitive attributional style, including internal×stable xuncontrollable, Internal×instability x controlled, Internal×instability x uncontrollable, external×stable×uncontrollable attributional style, including internal stable×uncontrollable x external and stability×uncontrollable the two attributional style is the most important cognitive attributional style.(2)Differentiation stage of college students the Aerobics skills learning difficulties experience features include behavior, thinking, the emotional three face to face action memory, motor coordination, action norms and coherent action, movements and gestures, musical feeling, anxiety seven feature. Motor coordination characteristics of the main difficulties oriented stage experience, followed by coherent action, action memory and the movements and gestures. Cognitive attributional style, including internal xstablex uncontrollable, Internal×instability×controlled, Internal×instability×uncontrollable, external×stable×uncontrollable attributional style.(3) Students aerobics skills learning stage experience learning difficulties automation characteristics including three face-to-face action of behavior, thinking, emotional memory, motor coordination, action norms and coherent action, action, gesture, music feeling anxious seven feature. Motor coordination characteristics of the main difficulties oriented stage experience, followed by coherent action, action memory and the movements and gestures. The movements and gestures, action norms and teaching a password to use the characteristics of the main difficulties experience-oriented stage. Cognitive attributional style, including internal xstablex uncontrollable, Internal×instability×controlled, Internal×instability×uncontrollable， external×stable x uncontrollable attributional style.