A Survey Of Cultivating Students' Perceived Academic Self-efficiency In The Course Of Biology Teaching For Senior Students

Twenty first century is a great time and during the long period science and technology is developing at a astounding rate. Also, twenty first century is a century bursting with all manners of knowledge. Therefore, confronted by this historical opportunity, how to cultivate creative talents with the ability of a life-time study and a high sense of scientific spirit is a great challenge for the education circle to deal with. Since the concept of perceived self-efficiency was proposed by Bandura , it has aroused many researchers'interests. It is a fact that people attach much more importance to the non-intelligence elements and the development of learning potential. On the basis of this fact perceived academic self-efficiency has become an important research field for the subject of education and psychology. Perceived academic self-efficiency is a belief of academic ability for each learner, and is a self-judgment for learners to apply the abilities or techniques, which they have acquired in the course of study, to fulfill their tasks, and also is a subjective judgment for the learner to control their study demeanor and scores. The rules implemented recently in the new course request that students should make study plans, do re-reflection, conduct judgment and regulation in the course of biology learning aiming at improving their ability to study biology. All what have talked about above must be based on this fact that students should equip themselves with a rather good perceived self-efficiency of biology study.At present, in some foreign countries the research of perceived self-efficiency has been studied in detail in the fields such as learning, healthy education, psychological consultation, treatment, professional choice and management and so forth, especially the field of learning and education are the main focus of the study of perceived academic self-efficiency, but it is a pity that it only concentrates on the theory study and research in the education field concerning related subjects is far from enough. In China, as far as the whole academic world is concerned, study of perceived self-efficiency is just in its infancy; what is more, the study of perceived academic self-efficiency for students is even less in quantity and quality. Moreover, the development of a good perceived academic self-efficiency is short of effectual measures. In light of the present research conditions in China, this thesis takes perceived academic self-efficiency as its focus on the subject of biology and, in the meantime mainly discusses the development and maintenance system of perceived self-efficiency about biology teaching in senior school.Firstly this paper theoretically describes perceived self-efficiency and perceived academic self-efficiency, and then it explains the necessity of perceived self-efficiency about biology learning for senior students. Meantime, the present conditions of developing perceived self-efficiency for biology teaching in senior schools has also been touched upon. Based on the survey conducted in Yi Zhou, Guang Xi, on the basis of learning perceived academic self-efficiency and take the biology perceived academic self-efficiency as a research tool, the paper adopts statistical software to deal with and analyze related issues. We try to understand the elements of perceived academic self-efficiency which influence students` biology study. In accordance with these elements we make an effort to change them aiming at improving the perceived academic self-efficiency of biology learning for senior students, and finally their biology results.According to the survey we come to realize that (1)There is no clear distinction about perceived self-efficiency among senior students of different grades and genders.(2)Perceived academic self-efficiency for the majority of biology learning of senior school is just in the mediocre level, but some are rather low.(3)There is a close relationship between perceived academic self-efficiency and biology study.(4)To some extent, biology perceived self-efficiency, through other non-intelligence elements such as successful experiences, learning methods, positive attitudes, interests, teacher's judgment, will and so on, can exert an impact on biology study.The paper mainly aims at developing students` perceived self-efficiency in the course of biology teaching. Practical researches on senior students` biology perceived academic self-efficiency have also been conducted and some teaching practices proposed in order to strengthen students` learning belief, consequently to quicken the development of other related subjects. Ultimately it aims to promote senior students` all-round development.