High School Mathematics Teaching To Foster Students' Self-efficacy

Three-dimensional teaching aims of mathematics were put forward in SeniorMaths Curriculum Standards in April,2003,namely ,knowledge aims, ability aims,emotions, attitudes and views of value. While emotions, attitudes and views of valueall belong to nonintelligent factors,at the same time,the new reform lays emphasis onnonintelligent factors' influence on students grades, which is more important in thenew curriculum reform . The new curriculum reform requires us not only to cultivateand develop students' intelligence but also to lay stress on students' nonintelligentfactors. Nonintelligent factors includes many fields, among which students'self-efficiency is one of the important factors that restrict students' grades .This thesisis about how to cultivate and improve students' self-efficiency.This thesis first begins with two teaching examples, the two students sharp-cutcontrast is the embodiment of the difference between students' self-efficiency. Newcurriculum standards calls that in maths teaching we should be based on studentsthemselves,lay emphasis on personality, incarnate subject and exert initiative. Manyeducators have made much research on students' self-efficiency.In general ,there aretwo aspects,that is,one is the research of the relationship between students'self-efficiency and maths' learning grades;the other is the research of the generalmode of cultivating students' self-efficiency.But on one hand ,there are few thesesabout senior teaching,especially maths teaching;on the other hand,it is not systematicabout how to further combine the characters of the subject to cultivate students'self-efficiency.This thesis is done according to this: how to cultivate the ways andteaching strategies of students' self-efficiency in senior maths teaching.Some related definitions of students' self-efficiency. Students' self-efficiency isdefined to be students' maths self-efficiency, which means students' estimation aboutwhether they can succeed in completing maths activities or not,is a type ofnonintelligent factors.At the same time,it is related to students achievementmotivation,aim setting,study attribution ,proper pride and so on.The factors ofstudents' self-efficiency include successful experience, substituted experience, goalprompting ,the attribution of success and failure, physiological state, words persuasionetc.According to social recognitive theory,self-efficiency theory ,and humanitivetheory,the current state of senior maths teaching,the requirements of the newcurriculum reform and the importance of self-efficiency,combined with the charactersof maths and senior students development,this thesis lay emphasis on the strategies ofcultivating students' self-efficiency in senior maths teaching as follows:1.The key to improving students' self-efficiency is to let students experiencesuccess.In senior maths teaching, first we should set up proper goals according tostudents actual conditions;then let students fully participate in maths teaching processand have access to experiencing success;last fully exert students' initiative and supplystudents more opportunities to usher their talets.2.Organizing intercommunion and discussion and setting good examples forstudents to follow can promote the improvement and development ofself-efficiency.Organizing students to communicate and discuss,stting good examplesand so on can have a positive effect on students' observation,which is relative tostudents' study in person,have an important impact on the building and form ofstudents' self-efficiency .It's one of the substitute experience.3.Building loose and harmonious teaching situations and creating goodatmosphere to develop and improve students' self-efficiency. Loose and harmoniousteaching situations are the situations where students are of mental safety and freedom,which is propitious to develop students' self-efficiency.At the same time,we should setup scientific maths learning evaluation mode ,appreciate students,praise and inspirestudents properly.During this course, what we should pay attention to is: weakeningthe exterior control of appreciation, strengthen the principles and publicity ofappreciation, and the praise should be mainly focused on spirits;directing students toevaluate and bestir themselves, laying emphasis on students' self-evaluation andparticipating in evaluation ,supplying students with the opportunities to evaluate andbecoming one of the members of evaluating.4.Exerting maths teachers' function of elicitation and prompting students todevelop self-efficiency.First,maths teachers plays four separate roles : executor, curer,penalty and civilized intercourse separater, instructor and cooperator .Second, mathsteachers' belief affects teachers self-efficiency,and therefore affect students' selfefficiency. Finally ,teachers' strategies have an effect on students' self efficiency.5.Another key to increasing self efficiency is instructing students' self consolida-tion. The first requirement of self consolidation is to build self behavior standards andthen according to this, evaluate and examine one's own behavior and effect.While selfbehavior standards are done according to one's own level and Zone Developmentaltheories.6.Developing students positive modes of attribution.There exists some interactionbetween self efficiency and attribution. While cultivating positive attribution, We shouldpay attention to the following things: weakening competition and strengthening selfcontrast;expressing feelings and words evaluation;proper instruction and positiveexpectation.According to the above mentioned strategies about cultivating students' selfefficiency, this thesis is to prove whether it is doable or not in senior maths teaching.The hypothesis is that adopting the related cultivating strategies mentioned in chapterfour connected with students' maths studying results is positive correlation and if itis doable to cultivate students' self efficiency.After a term's research,the result is as follows: the students in experimental classhave improved more both in maths grades and self efficiency after the research thanbefore the research. While the students in control class ,although they have improvedbut not as remarkable as the students in experimental class.That is to say,it is doable tocultivate students' self efficiency and adopting the related cultivating strategiesmentioned in chapter four connected with students' maths studying results is positivecorrelation,which shows it is effective.