Research On The Influence Of Teachers' Teaching Behavior On High School Students' Self-efficacy In Physics Learning

The study of self-efficacy is a hot topic in the field of education and psychology in recent years.Research shows that students' self-efficacy in learning not only directly affects students' academic performance,but also influences other closely related psychological processes,and thus indirectly affects students' academic performance.Students' learning self-efficacy is a very important guarantee of academic achievement and a very important sign of mental health.Teachers are the group that has more contact with students.As the classroom practitioners,how to correctly use various teaching behavior strategies in physics teaching will have a very important impact on students' self-efficacy.Teachers' teaching behavior is inseparable from students' sense of self-efficacy,and there is a certain degree of correspondence between the two.Teachers' teaching behavior can not only help students acquire knowledge and improve thinking ability,but also meet students' inner needs and strengthen students' sense of self-efficacy in learning.However,at present,the domestic research on high school students' self-efficacy in physics learning is not enough,and the research on the correlation between teachers' teaching behavior and self-efficacy is not mature enough.Especially,there is a lack of relevant research in the high and middle levels,and the correlation analysis with quantitative support is not enough.Therefore,according to the discipline characteristics of physics,this paper constructs the teaching behavior strategies that can effectively improve students'learning self-efficacy,and carries out practical research.The main contents of this paper include:First,through consulting and looking for the educational theoretical basis related to teachers' teaching behavior and self-efficacy,the relevance and guidance between this study and this study are clarified,and the relevant concepts of this study are defined;Second,according to the theoretical analysis and the investigation results of the current situation of self-efficacy,teachers' teaching behavior strategies that can effectively improve students' self-efficacy in physics learning are constructed;Third,the constructed teaching strategy is applied to the teaching of a high school experimental class in yanji city,and the teaching practice case analysis is carried out according to relevant teaching theories;Fourth,using the questionnaire,testing the practice effect and analyzing the data through the education measurement method to determine the operability and effectiveness of the constructed teaching strategy;Fifth,summarize experimental results,form research conclusions,and conduct research reflection.After theoretical analysis and practical research,the following conclusions are formed:This research strategy in the practice of the construction of rational use of high school physics learning self-efficacy has obvious improvement,according to the data statistical analysis of the high school physics learning self-efficacy and the relationship between the teacher's teaching behavior,confirmed the appropriate teacher's teaching behavior on students' physics learning self-efficacy has significant effect,can stimulate students' interest in learning,inspire the students' scientific understanding,solve the students' cognitive conflict,and promote the formation of learning motivation,learning objectives,further enhance the students' physical learning self-efficacy,let the students have enough confidence in learning physics.It verifies the feasibility and effectiveness of the teaching behavior strategy proposed in this study.