小学教师对学生课堂问题行为的归因研究

A Study of Elementary School Teachers’ Attributions to Pupils’ Classroom Problem Behaviors

采用问卷法和访谈法，考察了410名小学教师对学生课堂问题行为的归因特点。研究结果表明：（1）小学教师对学生课堂问题行为的归因，更多地归为家庭因素，较少地归为教师因素和学校因素。（2）不同性别的教师、普通教师和骨干教师归因存在显著差异。男教师和骨干教师更多地归因为教师因素和学校因素。（3）教师对不同类型的课堂问题为的归因存在显著差异。对于发生频率高的和指向自身的课堂问题行为，教师更多地归因为教师因素。建议教师教育者关注不同教师群体之间的差异，帮助教师对学生的课堂问题行为进行合理归因，增强教师责任感，从而采取积极有效的策略来应对学生的课堂问题行为。

The present research has employed both methods of Vignettes Survey and interview to explore the characteristics of teachers’ attributions to students’ classroom problem behaviors. 410 elementary school teachers were investigated. The results showed that：（1）teachers attribute students’ classroom problem behaviors more to factors of families and students themselves， but less to teachers and school factors；（2）there are significant differences in attribution characteristics between teachers of different gender， and between ordinary and core teachers. Male teachers and core teachers attribute students’ attribution to different types of classroom problem behaviors. Teachers attribute high frequency and self─oriented problem behaviors more to teacher factor. The result suggests educators of teachers pay attention the difference of teacher groups， help teachers to attribute properly to the students’ problems， improve teachers’ sense of responsibility， and thus teacher can adopt positive and effective strategy to deal with students’ classroom problem behaviors.