The Study On The Cultivation Of Senior High School Students’ Self-Efficacy In The Whole Book Reading

Self-efficacy is the core concept of Bandura’s learning motivation theory.Cultivating students’ self-efficacy is conducive to giving play to their subjective initiative in learning and improving their independent learning ability.Based on the theory of self-efficacy,this study takes the whole book reading of senior high school Chinese as the research perspective,conducts theoretical exploration and empirical research on the self-efficacy of senior high school students in the whole book reading and learning,and proposes specific cultivation strategies.In addition to the introduction and conclusion,this study is divided into four chapters:The first chapter: high school students read the whole book to learn the theoretical basis and role of self-efficacy.First of all,this study systematically sorts out Bandura’s self-efficacy theory and Vygotsky’s social constructivism theory as the theoretical basis of this study.Secondly,it expounds the important role of self-efficacy in the whole book reading of high school students.The second chapter: high school students read the whole book to learn the basic connotation of self-efficacy and influencing factors.Its basic connotation is divided into five aspects: ability sense--high school students’ judgment of their reading ability;Sense of faith--high school students’ understanding of their own reading beliefs;Sense of control--high school students’ control of their reading behavior;Sense of environment--high school students’ perception of reading environment;Sense of effort--high school students’ estimation of their efforts.The influencing factors are: students’ previous reading experience,the demonstration effect of peers in reading activities,verbal persuasion of multiple subjects,students’ individual reading emotions and physiological conditions.The third chapter: high school students read the whole book to learn the current situation of self-efficacy and problem attribution.Firstly,based on the connotation of high school students’ self-efficacy in reading and learning,a questionnaire on high school students’ self-efficacy in reading and learning was compiled.Secondly,descriptive statistical analysis is conducted on the obtained effective data,and combined with the results of the interview with teachers,it is found that the overall performance of the high school students’ self-efficacy in reading and learning throughout the book is of medium level,and there are problems in the sense of ability,sense of faith,sense of control in learning and other aspects.Finally,the causes of the existing problems are analyzed.The fourth chapter: high school students read the whole book to learn self-efficacy cultivation strategy.By analyzing the current situation and problems ofhigh school students’ sense of self-efficacy and combining with the theory of self-efficacy,this study proposes the following cultivation strategies: stimulating achievement motivation and enhancing students’ sense of competence;Evaluate the result of reading scientifically and enhance students’ sense of faith;Effectively guide the reading behavior and enhance students’ sense of control;Create suitable reading situation and enhance students’ sense of environment;Guide students to correctly attribute and enhance students ’sense of effort.