Research On The Attribution And Countermeasure Of Learning Difficulty In Chemistry For Senior High School Students In Jiangyong County Of Yao Nationality Area

Weiner's Attribution Theory indicates that different attribution methods will affect people's emotions,change their motives,and ultimately lead to diverse behavioral outcomes.This paper mainly applied Weiner's Attribution Theory to investigate whether there are possible existing problems in the attribution methods of ineffective learners in Chemistry learning in Jiangyong County of Yao nationality,and it also hopes to improve the attributional style as well as enhance the confidence of the students who are weak in learning Chemistry.In this paper,some questionnaires of some literature cite of underachieving students in Chemistry learning are used as a source of reference,such as the questionnaires of attributional style and the learning status as well as the basic situation of the students,etc.;in addition,students from three different high schools in Jiangyong County were investigated.Interviews were also conducted with Chemistry teachers and students from the three separated schools.SPSS,a data analysis device,was also adopted to investigate the attribution method of the underachievers in Chemistry learning between the excellent classes in No.1 middle school and the classes with poor performance in No.3 middle school;moreover,the differences of the attribution of chemical learning difficulties of students in different grades and gender were also discussed.Additionally,six students were selected for case studies in this research.Results: There are some problems in the attribution of learning difficulties in Chemistry in Jiangyong County,but the tendency of attribution is relatively negative;There were significant differences in the attribution of students' chemical learning difficulties between good andpoor classes;furthermore,the obvious differentiation in the attribution of students' chemical learning difficulties in different grades were also manifested.Students in grade one in senior middle school attributed chemical learning difficulties to the talents and abilities of learning,and their confidence in chemical learning is generally lower than that of students in the other two grades.Girls assigned chemical learning difficulties to learning talent and ability,while boys the learning foundations and hard work.Students with learning difficulties not only have problems in the attribution of learning difficulties,but also have certain deficiencies on learning habits,learning methods and learning foundations.The transformation of students with learning difficulties should not only start with improving the attribution methods,but also stress the basis of learning,learning habits and learning methods.This study aims to help teachers understand the importance of cultivating positive attribution and advance the attribution methods of students with learning disabilities as well as enhance their confidence in learning Chemistry and propose a conversion strategy for students with chemical learning difficulties.