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本文以物理学科为切入点,探索高中生学习行为归因的方式与其学业成就之间相互影响的关系,寻找其规律性.为今后教学中根据不同学生的特点进行针对性的心理归因训练提供依据,以期取得良好的教学效果.
This article takes physics as the starting point and explores the relationship between high school students’ learning behavior attribution and their academic achievements, and seeks for its regularity.For the future teaching according to the characteristics of different students to provide targeted psychological attribution training Based on, in order to obtain good teaching results.