The Application Of Attribution Theory In Mathmatics Teaching In Jnuior Middle School

About attribution theory applied in the junior middle school mathematics teaching research has been a focus in the study of mathematics education psychology non-intelligence factors.The new curriculum concept request take the student as the main body, pay attention to the harmonious development of students’ physical and mental health;The attribution theory was applied to the junior middle school mathematics teaching practice, it is corresponding to the call of the new curriculum reform actively,It promotes the student mathematics students’ physical and mental health development, promote the cultivation of the students mathematics study interest,Promote students mathematics learning strategy level, promote the efficiency of teachers of mathematics teaching.151 students in sha ya county as the research object, through questionnaire method to explore the academic attribution junior middle school boys and girls mathematics habits characteristic and its effect on mathematics teaching,To alleviate the junior middle school mathematics teaching practice, teachers and students to provide some beneficial reference to the research on psychological stress.The study found that:(1) under the different success or failure experience, junior middle school students mathematics study the three dimensional attribution difference is as follows:Under the successful experience, the male and female students ability attribution had significant difference;Experience failure, the ability attribution has a very significant difference,Luck has significant differences,While due to situation and effort difference;(2) the junior middle school students mathematics academic success or failure of internal and external attribution difference is shown as:There was no significant difference between male and female students in external attribution, while internal attribution have obvious difference;(3) academic attribution junior middle school students mathematics show preference order:Academic attribution of mathematics in junior middle school students all like to hard factors(i.e., internal, unstable and controllable reasons) is given priority to,Followed by ability factors(i.e., internal, stable, uncontrollable reasons), for luck again(that is, external, unstable, uncontrollable reasons), finally to situational factors(i.e., external, stable and controllable reasons).Study the following countermeasures: in junior middle school mathematics teaching activities, mathematics teachers should know their own attribution style;Correct use of criticism, praise and mood to express;Give students the necessary help and care; A good grasp task difficulty and the scale of the assessment index;The students attribution intervention; And parents urged external attribution to the child’s mathematics learning have significant regulatory role, parents urged degree is higher, the students’ mathematics learningexternal attribution is enhanced, parents and children learn communication for internal attribution have a significant role in maintaining, the higher the attention of parents for their children to study, the students’ internal attribution of more durable;Teachers invited parents take an active part in attribution training, help children better form correct attribution; The teacher teach students to conduct a comprehensive attribution, positive attribution.