A Study On The Influence Of Research-based Learning On Students' Perceived Academic Self-efficacy Of IT

At present,China's new round of curriculum reform of basic education is being under way nationwide. New curriculum reform gives high priority to reform of traditional teaching methods. And research-based learning, an important part of basic education reform,is projected to promote students' ability and has a profound impact on the curriculum content and teaching methods. Fundamentals of Information Technology,as a compulsory course for high school students,plays a big role in consolidating basic knowledge of IT and cultivating emotions. The study tries to apply the research-based learning to Fundamentals of Information Technology course in senior Grade 1 and explores its influence on students'perceived academic self-efficacy.First, the related theories and researches at home and abroad are reviewed and summarized by literature research method. And the Survey on perceived academic self-efficacy in IT for High School students is designed. Then,based on the preliminary survey, some strategies for research-based learning are put forward and brought into practice to promote students' perceived academic self-efficacy. Third, in the comparative experiment of teaching methods, a variety of experimental methods are used to explore the influence of research-based learning on the students' perceived academic self-efficacy.This study, on the basis of Fundamentals of Information Technology course,under the comparative experiment of teaching methods, reaches the following conclusions. First,the class which is under research-based learning teaching mode achieves higher scores in perceived academic self-efficacy in overall dimensions than that of the class under the traditional teaching mode. Then, the influences of research-based learning on students'perceived academic self-efficacy in IT differ from three dimensions. That is,research-based learning's influences on the students' perceived self-efficacy of control over IT and perceived self-efficacy of specific tasks implementing are notable, but not on the students' perceived self-efficacy of general learning. And research-based learning can improve the perceived self-efficacy of men and women, but there is little gender difference in experimental class.The paper is divided into six parts. The first part is the introduction which mainly elaborates the research background, research purpose, research meaning, research contents, research methods,and research review. The second part is to expound theoretical basis and define relevant concepts. The third part is to investigate and analyze the status quo of perceived academic self-efficacy in IT for high school students. The fourth part is to put forward strategies for improving research-based learning according to the result of the survey. The fifth part is about a quasi-experimental research on the influence of research-based learning on students' perceived academic self-efficacy. And the last part is summary and perspective.