Investigation&Reasearch On Students’ Perceived Academic Self-efficacy Towards Chemistry Of Ordinary High School

Under the background of knowledge and economy globalization and increasingly updatable era, it is not enough for average high school education to focus on the university entrance exam and follow the goal of knowledge and skills of the periodic education, because these knowledge and skills can not fulfill students to adapt to the fast changing times. Therefore, ordinary high school education transforms the concept from periodic education to lifelong learning, by changing the present situation of the study for index, carrying out people-oriented education and facing each learner and participants. At the same time, on the one hand, the high school education should promote students’ individual development and growth, preparing them for adapting to the society and surviving. On the other hand, we should fully understand the rule of students’ physical and mental development, especially the formation characteristics of the outlook on life, values and world.According to Eriksson’s psychological and social development theory, between12and18years old, it is the key period to recognize and understand oneself; it is critical period to develop self-consciousness. At that time, individual will evaluate self-performance and try to shaping oneself following own desires, pursuing "ideal self". However, they can not view correctly on some practical problems because of unperfected development of physiological and psychological aspects and little social experience. Therefore, when real self can not achieve the target ideal self looking forward to, especially faced with learning setbacks or failure such as unsatisfied chemical performance, there is gap between ideal self and real self, intensifying the conflict and affecting the psychological balance, all these are harmful for correctly objective self-evaluation. That is to say that this stage is critical period for their self-efficacy. So chemical subject should help students to understand the status of chemical learning self-efficacy level and guide them to form correct chemical learning self-efficacy matching their own. All above are good for students’ development of physical and mental health and promote students to learn chemistry more effective and cheerful.And self-efficacy proposed and defined by Bandura first, it is defined as an individual in the face of certain situations, for can control themselves have the ability to solve the problem of level of confidence. Furthermore, chemistry learning self-efficacy is the students in learning chemistry for oneself can learn chemistry level of confidence. At the same time, chemical learning self-efficacy is subjective judgment of their chemical learning ability and it has important influence on chemistry learning. Learning self-efficacy is a good "predictor" of learning achievement and has very close relationship with some important variable, such as interest in learning, learning goal, learning strategy selection, studying hard degree and sticking, learning physical and emotional state such as test anxiety, learning attribution of themselves, and self-adjustment. But the students’ learning self-efficacy can not attract enough attention of the ordinary high school education and the current situation is not optimistic. Therefore, based on pedagogy and education psychology and combining with chemical subject, this paper studies students’ chemistry learning self-efficacy in ordinary high schools, surveys the level situation and its influence factor, and implement teaching experiments according to the results of the survey in order to find feasible measures to improve chemical learning self-efficacy level. The conclusions are shown as follows:1.Boys and girls of chemistry learning self-efficacy level is different. Generally, boys’ learn self-confidence is better than girls’.2.To some extent, the level of chemistry learning affects students’ chemistry learning confidence. In general, the higher levels of students have the higher scores in chemistry learning self-efficacy and each dimension.3.The factors for different learning levels students which influence the learning self-efficacy have different order. That is to say,for good students, the main influence factors of chemistry learning self-efficacy is assessment, learning behavior, success or failure experience and self attribution; And for not so good students, the main influence factors is study motive and goal, self attribution and evaluation.