Research On The Cultivation Strategy Of High School Students' It Learning Self Efficacy

First of all,based on Bandura's theory of self-efficacy and the main theories closely related to it,this study defines the self-efficacy of information technology by reading the literature closely related to self-efficacy and combining with the research on the cultivation of self-efficacy in other disciplines: do students have enough self-efficacy in the process of learning information technology Enough ability to meet the requirements of curriculum standards and complete learning tasks,whether to achieve the expected level of academic requirements of self ability judgment.Secondly,in order to fully grasp the current development status of information technology self-efficacy of high school students,according to the design method of self-efficacy scale introduced by Bian Yufang in his book "self efficacy of learning",combined with the characteristics of high school information technology curriculum.This paper improves Bian Yufang's questionnaire and applies it to the survey of high school students' self-efficacy.In this questionnaire,207 senior high school students from Liaocheng No.2 Middle School were selected as the subjects,and 30 students from three different levels of self-efficacy were interviewed according to the differences of their self-efficacy development level.In addition,we also interviewed the information technology teachers of senior one in Liaocheng No.2 Middle School.The results show that the development level of it self-efficacy of senior high school students in the three dimensions of self-efficacy is relatively low.The problems mainly focus on the following three aspects:(1)from the perspective of students as a whole,the development level of general it learning ability and self-efficacy is generally low.(2)The overall specific information technology learning ability and self-efficacy of students need to be improved.(3)The overall development of students' it learning will efficacy is not ideal.Thirdly,this study finds out the problems in teaching through self-efficacy questionnaire and interview.According to the characteristics of high school information technology curriculum,combined with the factors that affect the development of information technology self-efficacy and the psychological characteristics of high school students at this age stage,this paper puts forward the strategies of cultivating information technology self-efficacy,which mainly includes six aspects:(1)with the help of information technology curriculum The main contents of this paper are as follows:(1)feedback of achievement goal orientation to improve self-awareness;(2)timely use of Scaffolding Teaching;(3)play the role of "learning partner" in group learning;(4)use incentive evaluation behavior in teaching;(5)introduce developmental student evaluation in teaching;(6)introduce problem-based teaching method in information technology teaching.According to these six strategies,corresponding teaching experiment cases are designed.Finally,this study adopts the quasi experimental research of cultivating self-efficacy,through the pre-test and post test of the questionnaire to the experimental class and the control class,and then through the data comparison to demonstrate the effectiveness of the cultivation strategy of self-efficacy.The experimental class used the above six training strategies for a semester of self-efficacy training experiment,while the control class continued to use conventional teaching methods.After a one semester education experiment,the two classes were tested,and then spss25.0 was used the software processes and analyzes the data obtained from the experiment,and finally draws the following conclusions based on the results of interviews with teachers and students: the six strategies proposed in this study are effective for the cultivation of high school students' self-efficacy,and also conducive to the improvement of information technology learning performance.