A Study On The Impact Of High School Biology Teachers' Teaching Styles On Students' Academic Self-efficacy

The teaching process is full of communication between teachers and students,as well as between students in cognition,emotion and values.Teachers’ teaching style will have an important impact on students’ academic achievement and self-efficacy.Students’ academic self-efficacy plays an important role in promoting and regulating students’ learning.Only when teachers understand their own teaching style and its influence on students,can they make targeted teaching design,give full play to the leading role of teachers,and then promote the further improvement of students’ self-efficacy and the formation of self-confidence and self-improvement spirit.In this study,literature review,interview,data analysis and questionnaire survey are used.Firstly,the teaching style and self-efficacy are summarized theoretically.Secondly,by using the teaching style evaluation questionnaire compiled by He Wen,this paper investigates the teaching style status of 37 teachers in the region,and selects 14 teachers who meet the requirements in Jining City for further study.Then,teachers’ teaching style assessment questionnaire(student volume)was distributed to 14 classes and two other classes.According to the analysis results of the teacher style assessment questionnaire(student questionnaire)and related literature research,eight biology teachers with different teaching styles were finally selected from four groups: humorous active,caring and sharing,innovative exploration and rigorous logic.Thirdly,a questionnaire of high school students’ biological academic self-efficacy with good validity and reliability was developed.Eight biology teachers with different teaching styles and other classes were tested by using the questionnaire of biological academic self-efficacy of senior high school students to understand the current situation of biological self-efficacy of senior high school students in Jining city Finally,after one semester,the corresponding classes were tested to study the influence of different teachers’ styles on students’ self-efficacy.The results of pre-test study show that the average value of students’ academic self-efficacy in biology in this area is high,and there is no significant difference between male and female;At the age level,the biological academic self-efficacy of students in the 18-year-old group is significantly lower than that of students in the 15,16 and 17-year-old groups,and the higher the grade,the lower the biological academic self-efficacy.On the level of achievement,the students with better test scores have higher biological academic self-efficacy.The results of post-test research show that humorous teachers have a positive role in promoting the learning attitude dimension of high school students’ biological academic self-efficacy;Caring and sharing teachers and innovative and exploratory teachers have positive effects on the learning process dimension of high school students’ biological academic self-efficacy.In addition,humorous teachers,rigorous logic teachers,caring and sharing teachers,and innovative and exploratory teachers all play a positive role in promoting the dimension of learning results in biology academic self-efficacy of senior high school students.Based on the results of investigation and study,combined with the actual situation of biology teaching in senior high schools in China,this paper puts forward some suggestions for humorous active teachers to improve students’ academic self-efficacy.To the rigorous logical teachers,it is suggested that they should learn to communicate,be willing to share,and skillfully use evaluation to improve students’ academic self-efficacy.This paper puts forward the model construction for caring and sharing teachers,improves the thinking level,encourages students to explore and discover,and forms positive expectations to improve students’ academic self-efficacy.Put forward creative and exploratory teachers to make good use of language to create scenarios;Suggestions on improving students’ academic self-efficacy by using aesthetic education skillfully and correcting students’ learning attitude.