Research On The Influence Of Conversational Teaching On Students' Self-efficacy In Biological Learning

Under the background of the new curriculum reform,the non-intelligence factor has become an important factor which cannot be ignored,and the self-efficacy is one of the important components.In the process of the new curriculum reform,a variety of teaching modes emerge as derivatives,and dialogue teaching is one of them.At present,there are abundant theoretical and practical studies on cultivating students' self-efficacy in dialogic teaching at home and abroad,but there are more studies on Chinese and English,and less practical studies on biology.Therefore,it is of practical significance to study the influence of conversational teaching on students' self-efficacy in high school biology teaching.This paper takes a county-level high school as an example to understand the current situation of conversational teaching in the high school through interview and questionnaire survey.Teachers are not optimistic about the new teaching model,the main reason is that it is difficult to implement;Some teachers have a wrong understanding of conversational teaching,the main difficulty lies in how to determine the topic of dialogue,how to preset the content of dialogue,how to deal with classroom emergencies,etc.The results of the students' questionnaire show that most of the subjects of the dialogues are teachers,but the results are not so good.The main reason for students' poor initiative inparticipating in classroom dialogue is lack of confidence.Teachers ask more questions in class,and they tend to choose the objects that are easy to have conversations with.The specific implementation of the three types of dialogues is relatively single: the student-student dialogue,the teacher-student dialogue and the student-student dialogue.The way teachers deal with unexpected questions is not conducive to the growth of students.Students have high expectations for conversational teaching.Based on the investigation of the present situation of conversational teaching,the teaching practice of conversational teaching is carried out in biology class of high school.The scale of high school students' biological self-efficacy in learning was mainly compiled by referring to bian yufang's doctoral thesis self-efficacy in learning scale(bian yufang,2003)and zhang mingfang's master thesis biological self-efficacy scale in high school students(zhang mingfang,2017),which was divided into a pre-measure scale and a post-measure scale.After the pre-test,two classes with no statistically significant difference in the self-efficacy of biological learning and the academic performance of biology were selected for comparison practice.The first grade(15)was randomly selected as the experimental class and the first grade(16)as the control class.After practice,Excel and SPSS20 data processing and analysis software were used for statistical analysis,and finally the research results were obtained.After practice the research results show that the experiment of measuring students' biological learning self-efficacy P value is less than0.01,the experimental classes of the biological learning self-efficacy of students before and after the test P value is less than 0.01,that in comparative classes of the biological learning self-efficacy of students before and after the test P values greater than 0.05,shows that dialogue type teaching can increase students' learning self-efficacy.It is noteworthy that,when analyzing the various dimensions of the self-efficacy of biological learning,it is found that the P value in the post-experiment measurement is greater than 0.05,and the P value before and after the experimental class is also greater than 0.05,indicating that the conversational teaching has a weak influence on the students' self-efficacy in experimental skills.The reason lies in the fact that the teaching experiment is not well set up and students have few opportunities to talk with the experiment.Experimental skills are one of the necessary abilities in high school biology.Therefore,in the future teaching,students should pay attention to the dialogue with the experiment and carry out the teaching experiment.After the dialogue teaching,compared with the full score of a single dimension option,the maximum average value of a single dimension option is 3.614.There is still a lot of room for improvement.The practice cycle of dialogue teaching should be extended to obtain greater teaching effect.In addition,the P value of the students' biological academic achievements after the experiment is less than 0.01,the P value of the students' biological academic achievements before and after the experimental class is less than 0.01,and the P value of the students' biological academic achievements before and after the control class is less than 0.05,indicating that the dialogical teaching can improve the students' biological academic achievements to some extent.