The Effect Of Generative Teaching On Biology Learning Self-efficacy Of Middle School Students

Students' self-efficacy refers to the degree of confidence that students can complete the learning task according to the existing knowledge in the learning process,which has a great influence on the choice and persistence of students' learning activities and their attitude in the face of learning difficulties.In the conventional biology classroom,when teachers pay attention to students' knowledge acquisition,they lack the cultivation of students' learning enthusiasm and self-confidence,so that students' self-efficacy is often ignored in the classroom.With the advancement of the new curriculum reform,generative teaching advocates on the basis of elastic presupposition,taking students' learning as the standard,advocating multi-directional interaction between all students,so that students can generate knowledge independently through learning experience.This teaching concept to a large extent makes up for the shortcomings of conventional teaching,and has attracted more and more attention.Based on this,this study applies generative teaching to biology classroom in middle school,analyzes the role of generative teaching in cultivating students' self-efficacy,and provides reference for innovating teachers' teaching mode and enhancing students' self-efficacy.In this study,15 biology teachers in a high school in Guiyang,91 students in Class(11)and Class(13)of Senior Two were investigated.Through the questionnaire survey,we understand the biology teachers' cognition and implementation of generative teaching,and master the level of students' biological self-efficacy.Through practical research,generative teaching and conventional teaching are implemented in experimental class and control class respectively.The self-efficacy and academic performance of the two classes were analyzed before and after the test,and the influence of generative teaching concept on students' self-efficacy was analyzed.The results show that the biology teachers in the school do not have a good understanding of the concept of generative teaching,and the awareness of the implementation of generative teaching is weak.The teachers have a negative attitude towards the emergence of' accidental events' in the classroom,and the attention to students needs to be improved.There is no significant difference in self-efficacy and biological scores between the two classes,and the overall self-efficacy is about 3points,indicating that students' biological self-efficacy has great room for improvement.The results show that there are significant differences in academic performance between the experimental class and the control class,and both have increased.There was significant difference in the overall biological self-efficacy between the two classes(P<0.05).Among them,the practical application self-efficacy of the experimental class was significantly different from that of the control class(P<0.01).There were significant differences in knowledge learning,problem solving,method learning and general biological efficacy(P<0.05).The overall biological self-efficacy of the experimental class was significantly different from the pre-test results(P<0.01).There was no significant difference in experimental skill efficacy and scientific inquiry efficacy(P>0.05),nor was there significant difference compared with the control class,but there was significant difference in other dimensions(P<0.05).In conclusion,the application of generative teaching in biology classroom can not effectively improve students' experimental inquiry self-efficacy in a short time,but from the overall research results,the application of generative teaching concept to guide middle school biology teaching has promoted students' self-efficacy to a certain extent.