A Comparative Analysis Of Attribution Between Growth And Fixed Mindset In High School Physics Learning

According to high school physics curriculum 2017,for students' lifelong development,in face of the challenges of the modern and the future social development,we must lay the foundation for them.Coincidentally,Professor Carol CS.Dweck,an American psychologist,has put forward the idea of "redefining successful thinking mode and promoting lifelong growth".The cultivation of mindset mode is a manifestation of the new curriculum standard of "teaching people to fish".In foreign countries,according to Dweck's theory,some achievements have been made in applying growth mindset mode to education and teaching.In order to apply growth mindset mode to education and teaching,it is necessary to understand the current thinking status of high school students.Therefore,the author used questionnaire surveys to understand the distribution of students' mindset mode.According to Dweck's research,there are differences between different mindset modes in attribution of success or failure.The author investigated the attribution of success or failure of students' physics learning,and compared the attribution of success or failure of students' physics learning with those of the two mindset modes,so that teachers and students can clearly see the differences and gaps in attribution of people with the two mindset modes,and then compared the actual situation of solving physics problems with the two mindset modes.According to the analysis,the key points of the transformation of students' mindset mode are put in three aspects: ability attribution,effort attribution and influence attribution of others,and the following three conclusions are drawn:1.Students with fixed mindset mode think that learning is impotent because of the thought of "ability invariable".Students with growth mindset think that they can change their ability as long as they work hard because of the idea of "ability variable".2.Compared with fixed mindset mode,students with growth mindset mode are more positive about the statement that hard work determines achievement.However,many students think that they are "trying hard but not effective",that is,they do not know that their efforts are "ineffective efforts",which means that there is a deviation in cognitive and metacognitive strategies.3.Students with both modes of mindset did not deny that others had an impact on their physics learning,but students with fixed mindset were more affected,while students with growth mindset were less affected.In view of the above three conclusions,with the relative knowledge of pedagogy and psychology,the author put forward the following three suggestions:1.By introducing the basic knowledge of brain science,the essence of learning and the rules of cognition to students,the belief of " capacity variable" can be internalized from the cognitive level.2.To achieve the goal of correcting cognitive and metacognitive deviation from the students' self management level,teachers can introduce the cognitive and metacognitive strategy theories to students as well as apply those strategies in teaching on purpose.3.In the learning process of students,the influence of others includes at least three aspects of social interpersonal relationship: peers,teachers and parents.Through the proper cultivation of peer relationship,teacher-student relationship and parent-child relationship,the purpose of building a growth-type social relationship with others from the social relationship level can be achieved.For educators,in this research they can truly understand the learning situation through survey data,and design their own teaching methods based on this.For students,they can see what kind of learning strategies are suitable for themselves,and can find suitable guidance for their own learning methods,so as to turn ineffective efforts into effective efforts.For parents,it is important to see the strengths and weaknesses of their parenting style by comparing their own behaviour with that of parents with different thinking patterns.Using the joint efforts of all parties to really promote the development of students' growth mindset,not only benefits subject physics but also helps other subjects.It will be beneficial for a lifelong learning and really goes deep from the discipline quality to the core quality.