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

The purpose of conducting attribution studies of high school students' physics examinations is to understand how high school students attribute the test results after physics examinations,and use attribution training to timely intervene students with unreasonable attributions.By exploring the characteristics of the attribution of high school students' physics test results,it provides a basis for front-line teachers to guide students to reasonable attributions,helps students correctly conduct self-evaluation and self-awareness,promotes student growth,and improves teacher teaching quality.This thesis adopts research methods such as literature research and questionnaire surveys.Based on of the open questionnaire and semi-open questionnaire,the formal questionnaire for the study of the attribution of success in physical examinations for high school students was revised.Taking 921 high school students in Y,S,and W middle schools in Y City as the research object,discuss the characteristics of the attribution of high school students' physical exam success.Research indicates:(1)High school students generally tend to do internal controllability attribution,and the main reasons are attributed to factors such as normal effort,learning methods,foundation,learning interest,and ability.(2)There are also some differences between those who succeed in self-evaluation and those who fail in self-evaluation.Self-evaluation successful students pay more attention to factors affecting the test results,most of the reasons for grade higher than the mean score of self-evaluation losers.(3)There is no obvious self-defense attribution tendency and "self-interest attribution bias" among high school students.(4)whether boys and girls to do the exam results were stable and controllable internal attribution.However,girls value the impact of study methods,abilities,and difficulty of exam questions on test failure results more than boys.(5)Regardless of the grade1,grade2 or grade3,the test results will be attributed to internal reasons first.There are obvious grade differences for high school students who fail in self-evaluate: There are very obvious differences in answering strategies and mental state in different grades;There are significant differences in teacher teaching and foundation.In order to guide students through reasonable and positive attribution,In S middle school,two classes with the same situation were selected,and attribution training was carried out using equal group control experiments,analysis of the test results before and after training shows that:(1)There is a significant difference in the attribution methods of the experimental class before and after the attribution training,but there is no significant difference in the control class.(2)After attribution training,students pay more attention to the influence of learning interest,daily effort,learning methods,pre-exam effort,and answering strategies on the test results.(3)After self-evaluation,students who have successfully completed the attribution training clearly realize that the test results are inseparable from their own efforts and learning methods.(4)The students who failed the selfevaluation actively sought out learning methods and habits suitable for them after attribution training,and their learning interest was also greatly improved.Innovations in this article:(1)Determining the characteristics and some differences of the attributions of high school students' physical exam success or failure;(2)Establishing links with mental health classes in high school schools for attribution training;(3)Combine the survey results to provide front-line teachers with strategies for applying attribution in actual teaching.