有关普通高中学生化学问题解决归因的特点研究  

Research on Features of Attribution of Chemical Problem Solving Ability Among Senior Middle School Students

作　　者：何永红[1] 李长华[1] 吴星[1] 

机构地区：[1]扬州大学化学化工学院,江苏扬州225002

出　　处：《化学教育》2005年第5期14-16,28,共4页Chinese Journal of Chemical Education

摘　　要：本文在理论探讨归因对学生学习和未来发展的影响基础上,自编了以问题解决为重点的中学生化学学习归因量表,通过初步调查,得出如下结论:学生的整个化学学习归因无性别差异,都归为能力、努力、运气、教师、环境、基础等因素。在化学问题解决成功归因中,男生倾向于努力及经验(内在稳定因素),女生倾向于努力及教师的作用(外在不稳定因素);在化学问题解决失败归因中, 男生倾向于努力归因(不稳定可控因素),而女生倾向于能力归因(稳定不可控因素)。On the basis of discussing the influence of attribution on study and future development of students, we designed an attribution questionnaire of chemistry study among middle school students who emphasize the problem solving. By means of preliminary investigation , we draw some conclusions: Chemistry study is attributed to a-bility ,effort , fortune, teachers, surroundings, foundation and so on, without sexual difference. During chemical problem solving, boys attribute their success to efforts and experience (inherent stable factors) while girls attribute their success to efforts and the teachers ( external unstable factors) , and boys attribute their failure to effort ( unstable controllable factors) , however, girls attribute their failure to ability (stable uncontrollable factors).

关 键 词：中等教育 化学教学 问题解决能力 归因理论 知识结构 

分 类 号：G633.8[文化科学—教育学]