| 维纳的归因理论及其在教育实践中的运用 |
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| 引用本文： | 王雪梅.维纳的归因理论及其在教育实践中的运用[J].辽宁师范大学学报(社会科学版),2006,29(2):77-78. |
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| 作者姓名： | 王雪梅 |
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| 作者单位： | 北京教育学院,朝阳分院,北京,100026 |
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| 摘 要： | 美国心理学家维纳认为,能力、努力、任务难度和运气是人们解释成功或失败时的4种主要因素。这4种因素可按内外因、稳定性和可控性3个标准来划分。实践证明:积极的归因模式和消极的归因模式会对学生的学习产生截然不同的效果。因此,教师要引导学生运用正确的归因方式,发挥归因的教育作用。
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| 关 键 词： | 归因理论 模式 维度 |
| 文章编号： | 1000-1751（2006）02-0077-02 |
| 收稿时间： | 2005-11-03 |
| 修稿时间： | 2005年11月3日 |
Weiner's Attribution Theory and Its Application in the Practice of Education |
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| WANG Xue-mei.Weiner''''s Attribution Theory and Its Application in the Practice of Education[J].Journal of Liaoning Normal University(Social Science Edition),2006,29(2):77-78. |
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| Authors: | WANG Xue-mei |
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| Institution: | Chaoyang Section, Beijing College of Education, Beijing 100026, China |
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| Abstract: | According to Weiner,an American psychologist,ability,effort,task difficulty and luck are the four major factors used by people to explain success and failure.These four factors can be discriminated by the following three criteria: internal and external elements,stability and controllability.Practices show that positive mode of attribution and negative mode attribution can have totally different effect on learning.Therefore,teachers should guide students,making them utilize right modes of attribution in order to bring into play the educational function of attribution. |
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| Keywords: | Attribution Theory mode dimension |
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