Senior High School Students Chemical Academic Self-efficacy Status And Cultivating Study

Mentioned self-efficacy, most people will associate with motivation, self-efficacy not only has relationship with enthusiasm, motivation, it refers to the individual tasks to their confidence degree of evaluation, is individual to adjust self learning attitude,regulating the self learning behavior, predict self learning ability of the results of a subjective judgment.Self-efficacy is mainly has the characteristics of level, strength and breadth of three dimensions. This paper starts with the characteristics of three dimension of self-efficacy, finding the insufficient research of chemical academic self-efficacy of students from the aspects of dimension analysis, and Study the implementation of three-dimensional objects in one of the dimensions of intensity. By experimental method,questionnaire method, interview method to study the contents of investigation and analysis, concluded that the proposed strategy, and implementation of part of the strategy,through reflection, put forward to research prospect, constantly optimize the research content.This topic mainly studies the following contents:The first part: through the literature research to clarify the significance of the study self-efficacy, academic definition of the concept of self-efficacy, academic self-efficacy and student achievement, the relationship between the learning strategies, as well as the research purpose of this subject, content and research methods.The second part: this part mainly elaborates the related theory of related to this research and explanation, such as the basic theory of bandura's self-efficacy, self-efficacy and achievement motivation theory, self-efficacy theory and attribution theory, self-efficacy theory and three dimensional goal, self-efficacy theory and mind mapping strategies and self-efficacy theory and chemical experiment teaching.The third part:this part is mainly on the high school students chemical academic self-efficacy scale of the production process is expounded, and the strategy implementation of mind mapping strategy questionnaire, survey of chemistry experiment teaching, students chemical academic self-efficacy questionnaire for teachers.The fourth part: There are two in the part. One, the main chemical academic self-efficacy of senior high school students to study the overall situation, the main research chemical academic self-efficacy level, strength and breadth of three dimensions and student age, personality,gender, grade, etc, the relationship between understanding the current situation of chemical academic self-efficacy. Second, start from the intensity of self-efficacy, and from the age of the students, the respect such as personality, gender studies the high grade students in the three dimensional objectives academic self-efficacy.The fifth part:We can through with questionnaire, interview method, etc to understand factors that influence the students chemistry academic self-efficacy and analyze the factors, put forward the corresponding strategy, and the part of the strategy, such as the chemical experiment teaching methods, mind mapping strategy practice and study and analysis of the chemical to the student studies the impact of self-efficacy.The sixth part: the department is divided into the author of this study and put forward and the outlook, hope that through future teaching, research, through the efforts for the development of self-efficacy of the icing on the cake.The main conclusion of this research:Boys and girls chemical academic self-efficacy of the overall difference is not significant. The boy on the level and strength, and the average is greater than 1.5 points,but the girls on the breadth of academic self-efficacy is a little more preferred boys,Different age students chemical academic self-efficacy as a whole, there is no significant difference in the level and intensity, the age of the students' self-efficacy in the medium level, about 5.5 or so, but all ages of students than level in terms of breadth and scope;Different gender students chemical academic self-efficacy as a whole does not exist significant differences. That both character lively and introverted students does not exist significant differences in self-efficacy level; Students chemical academic self-efficacy in grade does not exist significant differences in grade analysis.But there are two aspects of the differences. First, from the overall analysis of senior two chemical academic self-efficacy slightly higher than that of senior three and senior one students. The second:in terms of breadth, Students liking for teachers and students of chemistry there is significant correlation academic self-efficacy scores; Chemical study the relationship between purpose and students chemical academic self-efficacy scores in intensity significant correlation; Students chemistry learning and student academic self-efficacy scores exist significant correlation.The three dimensional goal of students academic self-efficacy and gender has significant correlation. Boys in three dimensions are greater than the average girl, prove that boys to carry out the three dimensional goal ability stronger than girls; Personality ,knowledge and skills of self-efficacy there is no significant correlation, but in the process and method, emotional attitude and values of self-efficacy has significant correlation;Teachers will affect the interest of students in self-efficacy, Chemistry learning goals and the three dimensional goal there is significant correlation academic self-efficacy.With the chemistry learning goals and the relationship between students' self-efficacy scores in intensity of significant correlation conclusions are consistent. What kind of learning that students make the purpose, the corresponding will have what kind of self-efficacy; Based on the strength of three-dimensional object of self-efficacy and student's academic record is complete positive correlation.The last one ,through questionnaires, interviews and other factors that affect students' self-efficacy is the affinity of chemistry teachers and teaching style, the charm of chemistry experiment teaching, family environment, students' self-control, teachers'teaching style and the way the students attribution. In addition, the study found through practice, effective and precise mind mapping strategy, interesting chemistry experimental teaching can improve students' academic self-efficacy in chemistry.