高中數(shù)學(xué)學(xué)習(xí)困難生數(shù)學(xué)學(xué)習(xí)成敗歸因研究.pdf

1、Y1406177分類編號(hào)：——密級(jí)：——單位代碼：10065學(xué)號(hào)：05005025天滓：l幣苊大q研究生學(xué)位論文學(xué)生姓名：掛垂煎申請(qǐng)學(xué)位級(jí)別：熬直亟申請(qǐng)專業(yè)名稱：堂抖教堂：數(shù)堂研究方向：生堂數(shù)堂數(shù)苴指導(dǎo)教師姓名：王遺嘎專業(yè)技術(shù)職稱：教援提交論文日期：2QQ墨生12且AbstractEversincethe1860s，Attributionhasbeenanimportantstudyingtopicinpsychologicalfiel

2、dThestudyingofattributionderivedfromthetheorieswhichwereputforwardinthe1870sandmodifiedinthe1880sbyBWeineranAmericanpsychologistSincethe1970s，attributiontheorieshavebeenvaluedandappliedintheeducationalfieldInChina，manysc

3、holarshaveworkedonthestudyingofattributioninthepastovertenyearsOnthebasisofmanyprecursors’theories，comparingtheinferiorstudentswiththesuperiorstudentsinmathematicslearning，thispaperisaimedatstudyingtheattributivepatterns

4、oftheinferiorstudentswiththesupportofthemethodsofbehaviorresearch，investigationresearch，individualcasescombinedwithreflectionresearchandexperimentalteachingresearchTheconclusionsaredrawninthefollowingaspects1Accordingtot

5、heresultanalysisoftheinvestigation，thetendencytonegativeattributionisapparentlyfoundamonginferiorstudentsinmathematicslearningItparticularlyshowsinthefollowingfouraspectsAboveall，atthelatitudeofsuccessinexaminations，fewo

6、finferiorstudentsinmathematicslearningconsiderthereasonforleadingtothesuccessisinternal，steadyandcanbecontrolledHoweverfromtheconcreteperceptioninsucceedinginexaminations，mostofinferiorstudentsinmathematicslearningconsid