运用归因理论激发学生生物课程学习动机  

Stimulating learning motivation of middle school students in biology curriculum by means of attribution theory

作　　者：顾勇[1] 余杰 刑国侯 李志刚 

机构地区：[1]湖北师范学院生命科学学院,湖北黄石435002 [2]湖北黄石二中 [3]湖北黄石实验高中,湖北黄石435002

出　　处：《湖北师范学院学报（自然科学版）》2011年第4期99-102,共4页Journal of Hubei Normal University(Natural Science)

摘　　要：良好的课程学习动机能提高学生课程学习的主动性,从而提高课程学习效率。引导学生积极归因、激发并维持课程学习动机是课程实施的必然要求。积极的归因有助于激发学生课程学习动机,而教师对学生的成败归因具有重要影响。从五个方面讨论了在生物课程中引导学生正确归因的策略。Good learning motivation could induce the students＇study initiative and learn efficiently. Guiding the students＇positive attribution, meanwhile, arousing and preserving the students＇ motives of course learning are inevitable requirements of the curriculum implementation. Positive attribution has proved effective to stimulate students＇learning motivation, and the teacher plays an extremely important role in students attribution factors for success and failure. In this paper, the effective strategies on how to guide the student＇s positive attribution in biology curriculum were put forward in five aspects.

关 键 词：归因理论 激发 生物课程 学习动机 策略 

分 类 号：K842[历史地理—历史学]