The Attribution Study Of High School Students' Derivative Learning Frustration

life is very long and the setback is inevitable. It is not the objective law of people’s will.As the builders and successors of China in the future,high school students face huge learning tasks and college entrance examination pressure.They suffer setbacks in the school as common as normal. Experiencing some setbacks and tribulations can catalyze its mature faster and accelerate the pace of growth.So learning in the setbacks has the vital significance.It can make setback new progress even chances to success.The research of this paper are as follows:first of all,the concept and the characteristics of learning frustration and attribution theory of attribution theory is discussed through literature analysis.At the same time,the concept of derivative, the geometric meaning of the derivative, the operation of the derivative, the application of the derivative and other learning processes are analyzed and expounded on the basis of relevant theories.Secondly,selecte high school students randomly through the questionnaire survey method,make sure the different groups in the high school students in the learning process of the derivative of the learning frustration and the form of attribution,which can help teachers to better understand the different groups of students in the derivative of the different modules of the learning process.Finally, different groups may appear different setbacks and different attribution,so we finger out the corresponding teaching suggestions and learning strategies to overcome the frustration of derivative learning,so that high school students can master the knowledge of derivative learning.In this study, the students of Grade Two and Grade Three are the main research subjects, and the following conclusions are drawn:Firstly,high school students have a wide range of derivative learning frustration,it can be divided into the concept of the derivative of learning setbacks, the derivative of the geometric meaning of learning setbacks, the derivative of the operation of learning setbacks and derivatives of the application of learning setbacks.Secondly,for the attribution of the frustration in the high school students’ concept of derivative,high school students mainly attribute the frustration of the concept of derivative to the difficulty of knowledge.In the while,the level of learning and discipline is an important factor affecting students learning frustration.Thirdly,for the attribution of learning frustration in the derivative geometric meaning of high school students,high school students mainly attribute the derivative geometric meaning of learning frustration to the learning method.The level of learning and discipline is an important factor affecting students learning frustration due the derivative of the geometric meaning to the learning methods.Finally,for the attribution of learning frustration in the derivative operation,high school students mainly attribute the derivative operation learning frustration to students learning ability.For the attribution of learning frustration in the derivative application,high school students mainly attribute the derivative application frustration to student’s effort level.In the end,the author puts forward the correspongding educational counter measures in the aspect of school,family and student’s and so on.