A Study On The Success Or Failure Of Junior Middle School Students' Physics Courses

This thesis uses the cognitive attribution theory,Weiner's attribution theory,learned helplessness theory and attribution theory,etc.And the main research methods of this thesis are documentation method,questionnaires method,action research,cluster sampling method,Pre-and post-test,student's T test data analysis method,etc.Taking three secondary schools S,E and Z in Y city for research objects,we probe into the characteristics of the success or failure of Junior Middle School students' Physics courses in this thesis.And the results have a certain reference value for secondary school physics teachers.There are six chapters in this thesis.In the first chapter,we give a brief introduction about the background,significance,contents,methods and the technical lines.The second chapter is the literature review.A large number of internal and external literature are studied,arranged and categorized.The third chapter discusses the theoretical basis of attribution.Chapter four modifies and improves the questionnaire to get a formal one with high reliability and validity.With reference of the opinions of the front-line teachers and experts,the formal questionnaire is based on the conclusion of the former three surveys.Having used the formal questionnaire to investigate,the thesis analyzes the results of the investigation and draws the following conclusions:1.General characteristics: junior school students generally tend to do internal controllability attribution.Most of them have a great interest in junior school physics and consider teachers' teaching as the important factor of their test performance.2.Different genders: all students of both sexes are inclined to do the internal attribution.Significant differences between the different genders are difficulty level,physics experiments,study interest,talent,rather than the other aspects.When succeeding in the exam,male and female students show significant differences in factors of learning interest,ability,answering strategies and class atmosphere,instead of other aspects.There are no significant differences between different genders in various reasons when the exam is failure.3.Different grades: the attribution styles between different grades are significantly different.When the students pass the exam successfully,the teaching methods between different grades have extremely significant discrepancy,especially in the physics experiment and basis.The difference in daily effort is significant,but not in other aspects.When the students fail in the test,there are obvious differences of different grades in peacetime efforts,teachers' teaching and the difficulty of examination questions,but not in other reasons.4.Different level of achievements: there are extremely significant differences in attribution pattern among different achievement levels of junior school students.Chapter five deals with attributional retraining and result analysis.Two classes in the eighth grade of S school are selected as the experimental class and the comparative class to make attribution retraining.The result shows that: students are more active in attribution after two months of training.When they pass the exam successfully,students mainly attribute it to their efforts and methods,which helps build up expectations for the future.When the students fail the exam,making attribution in aspects of lacking effort,incorrect method,or false strategy of answering questions helps prevent students from the psychological suggestion by thinking that they are stupid or not good at learning,which can help to keep their expectations of future success.Junior school students do not have the significant “self-serving attribution bias”.The sixth chapter draws a conclusion and proposes relevant countermeasures based on the previous research.The innovations of this thesis are:(1)It draws up a high reliability and validity attribution questionnaire about academic attribution of junior school students in the physics course.(2)It obtains the general characteristics of academic attribution of junior school students in the physics course.(3)It carries out the target attribution training and got the ideal result.(4)The countermeasures are put forward according to the research conclusions.