Study On The Application Of Attribution Theory In Physics Experiment Teaching Of Secondary Vocational School

With the progress of the times and the rapid development of science and technology,practical ability and innovative spirit have become the basic criteria for the selection of talents.Secondary vocational and technical school(secondary vocational school)is the cradle of training practical technical talents for China's "new era" development,and physics is a course it must open.Among them,the experiment part is an important part of the physics course.The operation and demonstration of the physics experiment are of great help to expand the scientific vision of secondary vocational students and improve their operation skills.However,most secondary vocational school students think the physics experiment design is difficult and the operation is complex.Therefore,they do not want to study in depth.Physics experiment,which is closely related to life,is worth thinking deeply about why it has become a subject that students are afraid to take.It is imperative to improve physics experiment teaching in senior middle schools.Attribution theory is a kind of motivation theory about judging and explaining the result of others or oneself behavior.This theory has laid a foundation for optimizing teaching work through long-term development.Based on this theory,this paper makes the following research on how to improve the physical experiment teaching in secondary vocational schools by using the methods of experimental research and questionnaire survey: First,classes with similar learning conditions are divided into two groups: control group and experimental group.Pre-test questionnaires are sent to students and teachers for pre-test,in order to deeply understand the attribution problems of teachers and students in physics experiment teaching.Second,some predictive Suggestions are proposed for the attribution problem.These predictions were suggested for intervention in the experimental group and for normal teaching in the control group.After the experiment of half a semester,the post-test questionnaires were distributed to the students for analysis,so as to judge whether the intervention opinions were effective.Finally,the thesis is analyzed and summarized,and the problems and shortcomings in the research are reconsidered,and a proper prospect is made.After half a semester of applied research,it is found that attribution theory has achieved obvious effect in the experimental group.These are reflected in the followingfour areas: 1.The satisfaction degree of the experimental group on physics experiment learning was significantly improved compared with that before.2.The average score of the experimental group was higher than that of the control group.3.The attribution tendency of the students in the experimental group was significantly optimized and the effort was considered to be the most important factor in the six factors.4.The good attitude of the experimental group to physics experiment learning was transferred to other similar subjects.There were no significant changes in the control group in the above four aspects compared with those before the semester.In addition,the physics teachers in secondary vocational schools generally respond well after participating in the research of this theory.Compared with before the semester,they pay more attention to the construction of their own ability.