Research On The Status Quo And Training Strategies Of High School Students' Biological Learning Self-efficacy

Perceived self-efficacy in biology learning is students’ evaluation of the degree of their self-confidence in completing biology learning task,and students ’subjective judgment on their abilities to control their behavior in biology learning and academic achievements.The favorable self-efficacy in biology learning can arouse the confidence and enthusiasm in biology learning and make students gain the positive emotional experience.At the present time,there are few researches about self-efficacy theory researches combined with teaching practice.Therefore,the study on students’self-efficacy in biological learning and the training strategy of self-efficacy in biological learning play an important role in expanding the application of self-efficacy theory in specific subjects and improving students ’ biological performance.In order to understand the current situation of senior one students’ self-efficacy in biology learning,the scale of biology learning self-efficacy of senior one students was compiled and investigated on the basis of a large number of literatures and under the guidance of the theory of self-efficacy and the existing related questionnaires.After statistical analysis,it is found that at present,the average level of self-efficacy of senior one students is at a medium level,not reaching a better level,and there is still considerable room for improvement.Some students’ learning self-efficacy level is low,to which we should pay necessary attention.As a whole,among the ten dimensions,senior one students tend to be poor at emotional control,self conviction,good result belief,positive self expectation and goal reaching sense.They have a tendency to be in a self-doubt and powerlessness state.To our delight,the sense of nature and effort are better.Quite a number of senior one students lack a good sense of self-efficacy in biology learning.It is very necessary to cultivate their self-efficacy in biology learning.In view of the results of the study,this paper puts forward six strategies to cultivate the self-efficacy of senior one students in biological learning combined with the factors affecting the sense of self-efficacy and the characteristics of high school biological learning.They are presented as follows:Pay attention to students’ emotional experience and maintain their good mood;Guide students to set suitable learning goals and enhance students’ sense of achievement;Give students more successful experience and enhance students’ self assurance;Make positive evaluation and timely feedback to help students build good results belief;Set a positive example to promote students’positive self expectations;Instruct students to make correct attributions and reduce students’ inability to learn.The aim is to improve the self-efficacy of students’biological learning and to promote their non-intelligence factors.Through one year’s experimental research,it is found that the proposed training strategy is effective.The self-efficacy of students’ biological learning is significantly improved,what’s more the students’ confidence in learning biology is enhanced,so is their biological learning achievement.After training,students can set reasonable learning goals according to their actual learning conditions.Moreover they make a correct attribution of failure,actively carry out self expectations.As a result,students have a strong sense of achievement and satisfaction.Howerer,some students still have some bad emotions in biological learning,so we should pay more attention to students’ learning emotion in biology teaching in order to find more effective training strategies.