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The Application Research of Attribution Theoryin High School Biological Problem Solving Teaching

Author: ZouDan
Tutor: QianXiaoZuo
School: Wenzhou University
Course: Curriculum and Pedagogy
Keywords: attribution theory high school students attributioncharacteristics biological problem solving teaching
CLC: G633.91
Type: Master's thesis
Year: 2012
Downloads: 50
Quote: 0
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Abstract


Attribution research and problem solving teaching research in education aretwo hot research problems, Attribution research in biological problem solvingteaching is not only in the biological the needs of the new curriculum reform, butalso beneficial to students’ mind and body development and teacher’s professionaldevelopment. This paper preliminarily explores the attribution theroy’s applicationin high school biological solving teaching by using the method of literature,questionnaire.Firstly, with “the high school students biological problem solving attributionquestionnaire ", to investigate and analyse407high school students biologicalproblem solving attribution characteristics and attribution habits,found that:(1)High school students on biological problem solving success and achievementmotivation expectations generally is not high, most of the students don’t haveformed the good habit attribution.(2) High school students usually tend to take thesuccess or failure of biological problem solving attributed tothe internal, unstable,controllable factors, such as: problems representation, effort and problem-solvingstrategies and attitude. Most of the high school students think the knowledge andThe meaning of the problem’s understanding of the degree or not on biologicalproblem solving the most influence, intellectual influence the smallest.(3) Fordifferent sex, respectively different grade, the different school type, single childrenand the only child’s high school students attribution differences are analyzed andcompared, and the influence of the factors in different attribution on there aresignificant differences. Secondly, based on the results of the survey, and attribution of biologicalproblem solving influence, and puts forward some teaching Suggestions tobiological problem solving teaching:(1) Learn to understand a student to solveproblems of biological characteristics attribution, teach students in accordance oftheir aptitude;(2) According to the characteristics of students’ attribution, perfectthe biological problem solving teaching;(3) Raises the good attribution habit ofstudents, improve the students’ self-monitoring ability;(4) Pay attention to theteacher behavior. These proposals are in order to further enrich the teachers’education theory knowledge, improve the biological problem solving teaching,improve the students’ ability to solve problems and promote the healthydevelopment of the student’body and mind.Finally, according to the high school students’ biological problem solvingattribution characteristics and the method of attribution guidance, sets up theattribution theory in biological problem solving teaching design of the specificflow and lists the a typical teaching case to illustrate,this is the most important ofthe innovation of the place.This paper is only a preliminary exploration about theapplication of attribution theory in high school biology problem solvingteaching,and needs to be further development and perfection, hope can cause theeducation workers, especially a line of biology teachers’ attention.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Biological
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