Investigation&Influences On High School Students’ Self-efficacy In Chemistry Learning Under The Background Of New College Entrance Examination

A good sense of self-efficacy in chemistry learning is an important guarantee for promoting students to learn chemistry actively.Under the background of the college entrance examination in Hubei Province,from the perspective of educational psychology,combined with the characteristics of the chemistry subject,the study mainly focuses on the current situation and influencing factors of high school students’ self-efficacy in chemistry learning.It not only provides strategies to effectively improve the level of self-efficacy in chemistry learning,but also it is an important way to promote students’ effective learning and rational selection of subjects.The study combines the predecessors’dimensional division of self-efficacy in chemistry learning,incorporating into the background of the new college entrance examination subject selection,the questionnaire of high school students’ self-efficacy in chemistry learning is adapted.It analyses the level of self-efficacy in chemistry of high school students from factors such as gender,grade,learning ability,school level,and subject selection intentions.Diagnose the causes of differences in self-efficacy in chemistry learning of high school students based on the knowledge of educational psychology and interview survey.Finally,a teaching strategy to improve the self-efficacy in chemistry learning of high school students is proposed.The first and second chapters are theoretical research,combining with the current background of the selection of subjects for college entrance examinations,the relevant research on academic self-efficacy at home and abroad are summarized and sorted out,so as to determine the research content and methods.At the same time,it defines important concepts such as "self-efficacy" "academic performance",and clarifies the theoretical basis of the research,such as "success or failure attribution theory" "multiple intelligence theory"and "self-efficacy theory".This lays the foundation for the development of subsequent empirical research.The third and fourth chapters are empirical research.The compilation of questionnaires,tests,formal test data collections and related interviews on the current situation of high school students’ self-efficacy in chemistry learning level under the background of college entrance examination selection.The results show that the overall level of the high school students’ self-efficacy in chemistry learning is at the upper-middle level.There are significant differences in the sub-dimensions of self-efficacy in chemistry learning among high school students of different grades,different school levels,and different intention to choose subjects in chemistry.However,high school students of different genders and different learning abilities have significant differences in the overall level of self-efficacy in chemistry learning and their sense of basic chemical learning abilities in different dimensions,but no significant differences in the sense of control in chemistry.There is a positive correlation between self-efficacy in chemistry learning and academic performance.the level of self-efficacy in chemistry learning can predict 17.5%of academic performance.The factors influencing the intention of subjects of high school students are the dominant level of learning ability,followed by the level of self-efficacy in chemistry learning,gender,and finally the school level.The research is supplemented by interviews and surveys to explore the causes of differences in the self-efficacy in chemistry learning of high school students from the perspective of educational psychology.In response to the research results,with the education and teaching concept of"students as the main body and teachers as the leading",teaching strategies are proposed from two aspects:improving the level of self-efficacy in chemistry learning of high school students and guiding high school students to select subjects reasonably:(1)Pay attention to the teaching of chemistry experiments and stimulate students’ interest in learning;(2)Instruct students to correct attribution and stimulate students’ learning motivation;(3)Pay attention to individual differences among students and increase student success experience;(4)Guide students to choose scientific subjects and pay attention to the value of chemistry subjects;(5)Establish a diversified evaluation system and deepen the reform of education evaluation.