A Study On Cultivating High School Students' Self-efficacy In Physics Learning Through Classroom Interaction

The concept of self-efficacy was first put forward by Albert Bandura,an American psychologist.It is defined as an individual's conjecture and judgment on whether he is capable of completing it when faced with a task,which is his own feelings and perceptions.Self-efficacy in physics learning refers to students' judgment on whether they are capable of completing learning tasks and solving problems in physics,under specific situations based on the acquired knowledge in physics and learning methods.From the perspective of the students' development,teachers should pay attention to cultivating high school students' self-efficacy in physics learning.In order to deepen the New Curriculum Reform,classroom interaction has become an indispensable part of high school physics teaching.The effectiveness of classroom interaction in physics has a direct impact on students' thinking development and the ability of solving problems.Based on the characteristics of classroom interaction,discussions of the feasibility of cultivating high school students' self-efficacy in physics learning through classroom interaction and specific strategies are presented in this paper.First of all,by analyzing domestic and foreign literature related to this study,an overall grasp of the content and guideline related to this study are made clearly,and the related concepts as well as theoretical basis involved are explained,laying a foundation for the following teaching strategies and the design of teaching cases.Secondly,by handing out questionnaires to high school students and interviewing high school teachers,the author found the current situation of classroom interaction in high school physics classroom and the impact on high school students' self-efficacy in physics learning,and the existing problems are also found out.Furthermore,for the actual situation of the classroom and students,strategies to cultivate high school students' self-efficacy in physics learning are brought up.Then,combined with some strategies,three specific teaching cases are designed and analyzed,with the hope to provide references for teachers in high schools.Finally,the conclusion and reflection of this study are stated,and the prospect for future research is brought up.