An Empirical Study On The Effects Of "Learning Research-based Teaching”Pattern On Senior High School Students'Self-efficacy In Biology Learning

At present,China is carrying out a new round of basic education curriculum reform.The new curriculum reform emphasizes that we should change the traditional way of teaching students and create opportunities for students to express their ideas,cooperate and share their views.The Standard of Biology Curriculum for ordinary senior high schools also advocates autonomous,inquiry-based and cooperative learning methods to cultivate students' abilities of autonomous learning and lifelong learning.With the deepening of curriculum reform,educators pay more and more attention to students' mental health development.Students' self-efficacy in learning is an important indicator of mental health level,an important internal factor affecting students' academic level,and has an important impact on students' academic achievement,mental health and overall development.The mode of " Learning Research-based Teaching " takes "post-study case" as the carrier,"post-study problem chain" as the clue,and students' "independent learning and cooperative exploration" as the learning method,in which students learn first,teachers teach later,and teach by learning.This mode improves students' self-study ability,increases their successful experience,and promotes their overall development.According to the research literature at home and abroad,there are many researches on the self-efficacy of learning and the mode of " Learning Research-based Teaching ",but there is no report on the influence of the mode of " Learning Research-based Teaching " on the self-efficacy of learning.Therefore,this paper applies the cultivation strategy of self-efficacy to the mode of " Learning Research-based Teaching ",and discusses the influence of the mode of " Learning Research-based Teaching " on students' self-efficacy in biological learning.The students of guangzhou No.1 middle school were selected as the research objects,and the methods of literature research,questionnaire survey,interview,performance analysis and experimental research were adopted.Through the questionnaire to understand the students' current situation of biological learning and self-efficacy,the results show that the students' level of self-efficacy in biological learning is low,and they expect to change the existing learning mode.Based on the above problems,this paper puts forward recitation in grade three biological round using the " Learning Research-based " teaching mode to cultivate students learning self-efficacy of the strategy,the experimental class uses the " Learning Research-based " teaching mode,that in comparative classes in traditional teaching mode,to survey,interview results and statistical analysis of three grades,the two classes before and after the teaching practice of learning self-efficacy is evaluated.This paper discusses the influence of " Learning Research-based " teaching mode on students' learning self-efficacy and grades through empirical research,and puts forward some Suggestions for better applying the " Learning Research-based " teaching mode to improve students' self-efficacy in biological learning.By comparing the experimental results,the following conclusions can be drawn :(1)The overall level of high school students' self-efficacy in biological learning is low,which will not increase automatically with the extension of learning time,and there are differences among students of different genders and grades(P<0.05).(2)The " Learning Research-based Teaching " model can promote the improvement of students' self-efficacy in biological learning,but it has different effects on the improvement of the four dimensions of self-efficacy in biological learning.The two dimensions of learning belief and learning environment adaptation were significantly improved(P<0.05),while the dimension of learning ability was not significantly improved(P>0.05).(3)The " Learning Research-based Teaching " mode can improve students' academic performance,which has a significant improvement effect on middle and high level students(P < 0.05),but not on low level students(P > 0.05).(4)Students hold a positive attitude towards the teaching mode of "post-graduate teaching" and are willing to continue to develop it.The innovation of this paper lies in the innovation of research perspective,which combines the theory of psychological self-efficacy with biology teaching in high school,and highlights the guiding role of educational psychology in educational practice.