Preliminary Study Of Self-efficacy In High School Physics Teaching

The conception' Perceived Self-efficacy ' was put forward in 1977 by Bandura, the famous American psychologist. It refers to the individual perception and belief for effectively controlling such aspects as its own life. It is the central mechanism of human agency, and the important foundation of human behaviour. In accepting and integrating such efficacy information as enactive mastery experiences, vicarious experiences, verbal persuasion, physiological and effective states occurring in the activities, people get their perceived self-efficacy. The perceived self-efficacy adjusts human behaviour by influencing the individual cognitive processes, motivational processes, affective processes and selection processes. Perceived academic self-efficacy means the individual belief of academic ability, the subjective judgement for controlling his or her own learning behaviour and academic achievements, and the performance of perceived self-efficacy in the realm of learning. Perceived academic self-efficacy is the good 'predictive tool' of academic achievements. Such important learning variables as perceived academic self-efficacy and attribution, goal setting, learning interests, learning and examination anxiety, self-regulate have very close relation. Perceived academic self-efficacy directly influences the academic achievements on one hand, and also affects them by influencing the above variables on the other hando Perceived academic self-efficacy, therefore, is of great significance for the students' learning and their development of whole life. However, the training of students' good perceived academic self-efficacy is often neglected in China's present education, and the related systematic research is also lacking.The strategy of improving high middle school students' perceived physics self-efficacy is based on the former research and is raised by combining the characteristics of the development of high middle school students' perceive self-efficacy and the practical teaching of physics in senior middle school. The specific tactics are helping students know the content and function of perceived physics self-efficacy; making students experience more success in the process of their study of physics; offering students proper models & modes; guiding students insetting proper studying goals; conducting students in proper self-attribution and creating harmonious atmosphere in class.