attribution training 中文意思是什麼

attribution training 解釋
歸因訓練
  • attribution : n. 1. 歸屬，歸因。2. 屬性。3. 〈古語〉職權，權限。
  • training : n 訓練，教練，練習；鍛煉；（馬等的）調馴；（槍炮、攝影機等的）瞄準，對準；【園藝】整枝法。 be in ...
  1. A review of some studies on attribution training

    歸因訓練的若干研究綜述及思考
  2. Learned helplessness and program of attribution training in physical education

    體育學習中的習得性無助及其歸因訓練程序
  3. Analysis of attribution model and attribution training of sports technique exercise

    動作技術練習的歸因模式分析
  4. 6. attribution training can improve the children ' s social statues

    歸因訓練能夠改善兒童既有的社交地位。
  5. 5. attribution training can improve the children ' s current attribution style

    歸因訓練能夠改善兒童既有的歸因方式。
  6. An experimental research about attribution training in motor learning for middle school students

    中學生體育學習中歸因訓練的實驗研究
  7. Experimental study about attribution training in pe class for the students of normal university

    大學生體育課學習中歸因訓練的實驗研究
  8. This research deeply reflects the students in senior one whose chemical self - efficiency sense current situation and attribution inclination in chemical study, the characteristic and specific situation formation ( the background, precondition ), to carry on students " attribution training during chemical teaching in view of the above ; combining group coach with specific training, facing all students and choose the typical individual to track at the same tune, and to accumulate cases ; giving full play to students " conscious activity through writing diary by reflective thinking or brief summary on learning and setting up chemistry learning file, etc to strengthen one " s own consciousness, learn to regulate oneself ; to evaluate the effect of attribution training, that is, chemistry - learning efficiency, the author actively try combining subjective evaluation with objective evaluation, teachers " evaluation with students " own

    本研究較深入地了解到高一學生對化學學習的自我效能感現狀，高一學生在化學學習中的歸因傾向、特點及其形成的特定情境（背景、前提條件） ，並據此在化學學科教學中對學生進行心理歸因訓練;採用團體輔導與個別訓練相結合，面向全體學生同時選擇典型個體進行追蹤，積累案例材料;充分發揮學生主體的主觀能動性，通過寫反思日記或學習小結、建立化學學習檔案等方法，強化自我反思意識，學會自我調節:積極嘗試主觀評價與客觀評價、教師評價與學生自我評價相結合的方式，對歸因訓練效果即化學學習效能進行了評價。
  9. After the training, the children of experimental group are more likely to attribute their own success to their warmth and initiative and attribute their own failure to the internal unstable controlled and external factors. the effects of attribution training are different with children ' s type

    通過訓練，實驗組兒童更願意把自己的成功交往歸因於自己的熱情和主動；把自己的失敗歸因於自己內在的、不穩定的、可控的因素和外在不穩定的因素。兒童類型不同，歸因訓練的影響也不同。
  10. In view of this, think in person : in the teaching on chemistry in high school, to students " body and mind developing stage, individual character, type, using relevant attribution theory, through appropriate, systematic training on attribution, adjusting and optimizing attributive mode can make student realize what is good or bad influence towards their study and understand that the key to determine the achievement of the study is how hard they work, carry on rational, favorable attribution, learn to adjust themselves, improve self - consciousness, can evaluate oneself, face one ' s own shortcoming, learn oneself how to regulate, maintain the psychological health state, remain enough self - confidence, strengthen will quality, so that the students can face various kinds of difficulty that they meet during the course of learning, excite latent energy to overcome the difficulty and surmount oneself constantly

    基於此，本人認為：在高中化學教學工作中，針對學生的身心發展階段、個性特點、歸因類型，運用相關的動機歸因理論，通過恰當的、系統的歸因訓練，調整、優化學生的歸因模式，可使學生對影響學業成就優劣的因素有正確的認識，明確努力程度才是決定學業成就高低的關鍵，進行合理、有利的歸因，形成對后繼學習有利的內部、外部動機，提高自我意識，能較全面地評價自己，正視自己的缺點，學會自我調節，維護心理健康狀態，始終保持足夠的自信心，增強意志品質，從而能夠正視學習中遇到的各種困難，並激發起戰勝困難、不斷超越自己的潛能。
  11. From the quantitative and qualitative study of students ' attribution of themselves, the training of students ' attribution, teachers ' attribution of their teaching, the educators think that. with a view to learn students attribution to their success and failure in learning english language and lead them to the correct attribution, teachers can help them become successful and active learners through building self - confidence, getting them motivated and improving learning efficiency

    摘要國內學者們從學生自我歸因、教師對學生的歸因訓練、教師對教學的歸因等方面對歸因理論在外語教學中的作用進行了理論與實證研究，目的在於了解學生外語學習的成敗歸因，引導他們對學習成敗進行正確歸因，幫助他們樹立信心，激發學習動機，提高學習效率，成為積極、成功的外語學習者。
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