Research On The Training Strategies Of Junior High School Student' Information Technology Academic Self-efficacy

As one of the most important non-intellectual factors,academic self-efficacy is a necessary source for students to learn and develop healthily.With the rapid development of information technology,China is actively carrying out education modernization to drive education information,promote the innovation and reform of education,in order to train new information technology talents.The cultivation of information technology academic self-efficacy is a powerful guarantee to achieve this goal.It is academic self-efficacy in the application of information technology disciplines,The higher the self-efficacy of information technology learning,the higher the self-efficacy of students will think that they have a higher learning ability of information technology,maintain a higher learning motivation and interest in information technology learning,and actively learn information technology knowledge and skills.In the face of challenges,I can use information technology to solve problems through the application of my own knowledge,skills,efforts and strategies,so as to form healthy and safe information technology quality,develop individual information literacy,and cultivate high-quality information technology talents.Therefore,cultivating students' self-efficacy in information technology learning is not only to implement the course objectives,but also to meet the development needs of the national information age.This research adopts literature research,classroom observation,questionnaire investigation and education experimental method and other research methods,the theory of self-efficacy,observational learning under the guidance of the theory and humanistic theory,through the research of information technology in junior high school students academic self-efficacy status characteristic,find existing problems,and from teaching to cultivate information technology learning self-efficacy level to analyze its reasons,combining with the characteristics of information technology teaching in junior high school students,junior middle school students psychological development characteristic and the influence factors of information technology academic self-efficacy,formulate the cultivation of information technology in junior high school students academic self-efficacy strategy,and its application in classroom teaching.In the experiment,the experimental class used information technology to learn self-efficacy cultivation strategy,while the control class used traditional teaching strategy.After the experiment,students' self-efficacy in information technology learning was measured again to verify the effectivenessof the cultivation strategy.The specific research work of the author is as follows:1.Review relevant literature and sort out the research status at home and abroad.This paper defines the concepts of academic self-efficacy and information technology learning self-efficacy and explains the main supporting theories.It lays the foundation for compiling the questionnaire of self-efficacy of information technology learning and the follow-up investigation and practical research.2.In combination with the theory of academic self-efficacy and the characteristics of information technology discipline,a questionnaire on the self-efficacy of information technology learning was developed for junior high school students.The current situation of the questionnaire was investigated to understand the current situation and characteristics of junior high school students' self-efficacy of information technology learning,and the existing problems and causes were analyzed.3.The survey found that junior high school students' self-efficacy in information technology learning was at the medium level.The sense of information technology learning ability is slightly higher than that of information technology learning control.There is no gender difference and grade difference in junior high school students' self-efficacy in information technology learning.At the same time,there are the following problems: students lack confidence in learning information technology;Low anti-interference perception,easy to be disturbed by adverse factors;Weak awareness of efforts,learning to invest in energy;The expected perception of learning behavior is low.From the perspective of teaching and training,the reasons are mainly as follows: teachers pay insufficient attention to students' information technology learning;Insufficient control of classroom teaching situation;Lack of external means of strengthening teaching and teaching evaluation.4.According to the survey results,combined with the characteristics of junior middle school students' information technology teaching,the characteristics of junior middle school students' psychological development and the influencing factors of information technology learning self-efficacy,this paper puts forward the strategy of cultivating junior middle school students' information technology academic self-efficacy.Educational experiment was used to verify the effectiveness of the strategy.In the experimental school,two grade two classes with the same level of information technology academic self-efficacy were selected as the experimental class and the control class.The experimental class implemented the self-efficacy cultivation strategy of information technology learning,while the control class carried out regular teaching.After the teaching experiment,the self-efficacy of information technology learning in these two classes was tested.5.The collected experimental data were statistically analyzed and compared to verify the effectiveness of the proposed information technology academic self-efficacy.The research shows that the cultivation strategy of information technology learning self-efficacy formulated in this study can improve the level of students' information technology learning self-efficacy,and is of great significance to improve the quality of information technology learning and teaching and expand the application of self-efficacy theory in specific subjects.