Research On The Impact Of Self-efficacy Between Teachers And Students On Teaching Effectiveness

With the prevalence of Digital Technology today, an stream of a variety ofnew teaching techniques and methods are emerging in school educationenvironment, The change of the teaching method brought by new media isincreasingly changing the practice of the occurrence and development of ourtraditional teaching activities. Especially in recent years, the interactivewhiteboard went into the first-line teaching environment. Thus, it has beenextensively and deeply investigated by the researchers all over the world. Thepractice confirmed: interactive whiteboard can help teachers manage theclassroom and instruction design effectively, stimulate the students’ learningmotivation, classroom interaction, and also can promote the integration ofinformation technology with kinds of subjects. But for the understanding of theimpact of Interactive Whiteboard Teaching is still quite limited， includingstudy on relationship between teaching beliefs and learning beliefs tostudents achievement in interactive whiteboard environment. It is still needs tobe further explored at present.It is mainly studied by literature review, questionnaire and experimentaland other research methods. This study adopted a quasi-experimental method,designed two experiments: the first experiment studied teacher self-efficacy andeffect of teaching; the second experiment studied student self-efficacy andlearning outcomes. Teaching efficacy experimental study recruited the teachersof Dalian as subjects;There were53teachers, They took18-lesson to finish it,collected data after modern educational technology achievement tests, and thefindings were as follows: first, the interactive whiteboard assisted instructionhave a significant effect on learning; second, the interactive whiteboard assistedinstruction has the most significant effect in the performance of middle—levelgroup. The study of student learning performance and learning effect experimentrecruited juniors as subjects, the experiment group used interactive whiteboard to assist instruction, and the controlled group used traditional teaching method.Both groups received pre-test and post-test named modern educationaltechnology learning achievement test. The data were analyzed statisticallyaccording to the results, we can get the following conclusions: third, there wasno interaction between the different teaching environment with different levelsof groups on the post-test. forth, there was no significant difference betweenexperiment group and the controlled group. fifth, there are significantdifferences in post-test among different levels of groups. sixth, There is nosignificant difference on post-test among students of the same levelunder different teaching environment.