摘要:学困生的问题是目前教育界广泛关注的一个热点问题，主要问题在于如何有效转化学困生，使这部分学生学习不再困难，成绩得到有效提高。本研究从归因角度来剖析影响学困生学习动机提高的主要因素，并提出有效转化学困生的相关策略。研究采用问卷调查及访谈等方法，了解目前小学学困生的归因现状，得出相关结论如下，学困生大部分倾向消极归因模式；学困生取得成功时，倾向于归因为外部因素；学困生遭遇失败时，倾向于归因为内部因素等。根据问卷调查情况，对小学学困生归因影响因素进行深层剖析，包括内部的性别、性格和智力差异，外部的教师因素、家长因素和同伴关系影响等，并依此结合维纳的归因理论提出相关的培养策略，推进学困生积极归因，以增强小学学困生学习动机。

关键词 小学学困生；归因；学习动机；积极转化

Abstract:Problem of students with learning difficulties is currently a hot issue of the education world concerning, the main issue is how to effectively transfer students with learning difficulties, so that this portion of the students no longer learn difficultly and scores are improving. The aim of this study is to analysis on main factors affecting the study motivation of students with learning difficulties to improve from the perspective of attribution, and to make relevant policies to transfer students with learning difficulties effectively. In this paper, by questionnaire and interview methods, I know the attribution current of primary school students with learning difficulties and draw the relevant conclusions such as most of students with learning difficulties tend to negative attribution model; when students with learning difficulties achieve success, they tend to attribute to external factors; when students with learning difficulties fail, they tend to attribute to internal factors. According to the survey, I analysis the influencing factors of primary school students with learning difficulties deeply, including the internal factors such as gender, personality and intellectual differences and external factors such as relations of teachers, parents and peers influence, and I come up with relevant training strategies to promote positive attribution of students with learning difficulties to enhance the students ' learning motivation combining with attribution theory of Werner.

Keywords   primary school students with learning difficulties   attribution   learning motivation   transfer actively

　　　根据新课改的要求，教育要面向全体学生，尊重个别差异，促进每一位学生的全面发展，这就要求小学教师要关注每一位同学，不能仅注意班里的优等生，更要重视班级的学困生，做到公正平等，争取实现教学公平，促进每一位同学的身心和谐健康发展；

　　　学困生现象是一个是普遍存在的现象，缺乏一定的学习动机是学困生比较普遍的问题。而归因是影响学习动机的一个重要因素，它直接影响学生的学习的自信心和积极性；

　　　教师要解决学困生的问题，就要从多方面考虑分析形成原因，以及采取恰当措施，方可转化。目前已经有专家学者以及部分一线教师开始从学生归因角度来研究学困生，试图从此方面找出帮助学困生转化的策略和途径，此研究是建立在维纳的成败归因理论基础上进行的，有一定的理论支撑，国内外已经有了一定的理论成果。