The Research On The Influence Of High School Biology Scaffloding Teaching On Student's Self-efficacy

Self-efficacy is proposed by psychologist Bandura.Self-efficacy of students refers to the degree of confidence that whether they can successfully apply the knowledge taught by teachers to solve difficulties in study and life.Therefore,it can be seen that students' self-efficacy is crucial to the improvement of academic performance.High school biology is a subject for students to have a deep understanding of the world,but many students fail to master it well.One of the most important reasons is that high school biology has many abstract concepts,while the traditional teaching is that teachers teach and students listen.The interaction between teachers and students is less,the classroom atmosphere is dull,students often feel boring,self-efficacy will also be greatly affected.Through previous studies on other subjects,the author finds that appropriate teaching strategies can improve students' self-efficacy.Scaffolding teaching is a teaching strategy that takes students as the main body and teachers as the leading role in teaching.It is always based on the existing cognitive level of students,guides students to actively construct knowledge,and helps students to complete the internalization of knowledge and promote the continuous improvement of students' ability through cooperative learning.With the improvement of students' learning ability,their self-efficacy will also improve,and their grades will naturally change.Therefore,the author considers using scaffolding teaching to improve students' self-efficacy.However,it is rare to discuss the relationship between scaffolding teaching and selfefficacy in high school biology teaching at present.Therefore,the author discusses the proposition of using scaffolding teaching in high school biology teaching to improve high school students' self-efficacy in biology learning.On the basis of previous research on self-efficacy,this paper adopts scaffolding teaching to carry out teaching practice research on high school students' biological selfefficacy.First it introduces the self-efficacy,scaffolding teaching basic concepts and theoretical basis,and then applies to the teaching of experimental classes,adopts the questionnaire survey method to conduct the pre-test and post-test research on students,uses independent sample t to test and process the data and analyze the differences before and after the experiment.From the overall analysis,firstly,students' self-efficacy has been generally improved;Secondly,it conducts dimensional analysis of students' selfefficacy,the five dimensions of knowledge learning efficacy,method learning efficacy,problem solving efficacy,scientific inquiry efficacy and general biological efficacy sig.<0.05,having difference.The results show that scaffolding teaching strategy can improve the five dimensions of self-efficacy.At the same time,the examination results have also been improved,and combined with classroom observations and interviews,it is analyzed that scaffolding teaching has a positive effect on students' self-efficacy.Through research from this subject,the author draws the following conclusions:(1)Scaffolding teaching can improve students' self-efficacy.(2)The students' self-efficacy is improved and their academic performance is also improved.Both of them have positive promoting effect.(3)To a certain extent,scaffolding teaching can improve students' self-efficacy,but the improvement effect is not particularly significant,especially the effect of the two dimensions of students' self-efficacy of experimental skills and practical application efficacy is not obvious,and further research on better auxiliary teaching strategies is needed.In order to further improve the conclusions of this study,the author proposes the following teaching suggestions:(1)Extend the scope of teaching experiment and carry out experimental research.(2)Give due attention to individual students and teach them according to their aptitude.(3)When teachers adopt scaffolding teaching in class,they can combine with other teaching strategies to achieve better teaching effect.