High School Biology Teaching Strategy Research Based On Academic Self-efficacy

In recent years,Self-efficacy theory research study of educational psychology has become a hot topic.Students about self-efficacy research are concentrated in the self-efficacy and how the relationship between academic performance,how to cultivate self-efficacy and so on.But self-efficacy theory researches combined with teaching practice are rarely seldom.In particularly,there are little researches about self-efficacy theory as a high school biology teaching strategies.This thesis from the perspective of self-efficacy to develop teaching strategies in order to enhance the biological study promote of students.Introduction of this thesis contains some of the major researches on the backgrounds, purposes of the study,researches methodology and circuits.The main parts of this thesis can be divided into theoretical studies,practice researches and reflection parts of the contents.The first part is theoretical researches.In theoretical studies part,researchers review the histories of self-efficacy and study the history of teaching strategies firstly.Also the paper defines the concepts of the study of biology academic self-efficacy and teaching strategies. And the same time it summers up the successful experience and insignificances of study at this stage.Secondly,the paper analysis the revelation of this study of self-efficacy,attribution theory,achievement motivation theory,eonstructivist theory,the theory of multiple intelligences theory.Also in my paper develops the principles and the basis of the questionnaire and to develop a "high school students BSE Questionnaire".At the same time, according to the findings of relevant theory,the types of high school student's self-efficacy level are devised.This is one of the highlights of this study.Finally,in accordance with the relevant information and student self-efficacy,we draft the corresponding system of biology teaching strategies.Teaching strategies systems are the core of my study.Teaching strategies system mainly includes general teaching strategies and student-based teaching strategies BSE parts.The teaching strategies based on the BSE are the greatest innovation.The second part of research practice,are closdy related with the theoretical studies. Application of self-made "high school BSE Questionnaire" carried out an investigation into the status quo.The results of this survey self-efficacy are as an important basis for type.In this study,we carried out the practical application of teaching strategies research.We developed teaching strategies used in the actual teaching process,in order to test the effectiveness of teaching strategies.Teaching results mainly come from the students self-efficacy changes(Including self-efficacy types of changes and self-efficacy changes),biology students academic performances and classroom behaviors of students.The results showed that BSE-based teaching strategies can improve academic performances of students and improve student's classroom enthusiasms.The teaching results have proved that this study of teaching strategies is effective.The third part is the summaries and reflections.This part of the whole research process rational reflection,and summed up the experiences and strengths.But it also points out the limitations of the study,and follow-up study in future.