高一学生物理学习自我效能感的培养研究

【作者】 王焕霞；

【导师】 陈万平；

【作者基本信息】 曲阜师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 学习自我效能感是自我效能感在学习领域内的表现,即个体的学业能力信念。本研究在综述国内外学习自我效能感的测量研究和培养研究的基础上,对几种与学习自我效能感密切相关的理论进行了探讨,总结出影响高一学生物理学习自我效能感的因素。 为了解高一学生在物理学习过程中的学习自我效能感的现状,在查阅相关文献的基础上,以自我效能感理论、物理学习理论和问卷编制理论作指导,借鉴已有的相关问卷、量表,编制出高一学生物理学习自我效能感问卷并进行调查研究。经过试测统计表明:该问卷具有较高的信度和效度。利用该问卷对山东省青岛市高科园一中约110名高一学生进行了测试,发现相当数量的学生在物理学习中不具备良好的学习自我效能感。统计结果表明:51.9%的学生不具备物理学习中的自我确信;48.1%的学生在物理学习中易受干扰;63.2%的学生认为自己不具备物理学习的天资;52%的学生在物理学习中自我怀疑等。 针对影响学生物理学习自我效能感的因素和调查研究的结果,提出了培养学生物理学习自我效能感的策略,主要包括八个方面:(1)指导学生制定合理的物理学习目标;(2)激发学生的内部物理学习动机;(3)对学生进行激励性评价;(4)引导学生树立适当的榜样;(5)创设轻松和谐的学习氛围;(6)让学生体验更多的成功;(7)指导学生进行积极的归因;(8)引导学生树立“只要进步就是成功”的理念。 对实验班的学生采用前述培养策略进行物理学习自我效能感的培养训练,基本上随课堂教学、课后辅导和批改作业展开;而对照班的学生仍采用传统的教学方式授课。经过两个月的实验研究,取得显著效果。研究结果表明:运用培养学生物理学习自我效能感的策略对学生进行培养训练,明显改善了实验班学生的物理学习自我效能感,提高了他们的物理学习成绩,同时物理学习能力也得到提高,表现在他们更倾向于对成败作求成归因、制定掌握目标、自我调节学习能力得到增强,这充分说明培养策略的有效性。更多还原

【Abstract】 Perceived academic self-efficacy is the exhibition of self-efficacy in the field of learning, that is, the individual’s confidence in his learning ability. On the basis of a summary of the research in measure and cultivation of perceived academic self-efficacy, this thesis discusses several theories related with perceived academic self-efficacy and sums up the factors influencing self-efficacy of senior Grade One students in physics learning.In order to find out the status quo of perceived academic self-efficacy of senior Grade One students in physics learning, on the basis of relevant literature and under the guidance of the self-efficacy theory, the theory of physics learning and the theory on designing and compilation of questionnaires, a questionnaire on perceived academic self-efficacy of senior Grade One students in physics learning is worked out and investigation conducted, with reference to existent questionnaires and scales. Through analysis of the data of the questionnaire, the questionnaire is proved to have high reliability and validity. Furthermore, we conducted a survey on 110 Grade One students at the No. 1 Middle School of Qingdao High-tech Park and found that a considerable amount of students lack sound self-efficacy in physics learning. The statistical results indicate that 51.9 percent of the students have no self-assurance in physics learning, 48.1 percent are liable to disturbance in physics learning, 63.2 percent consider themselves void of talent for physics learning, 52 percent have self-suspicion in physics learning and so on.In accordance with the factors influencing the students’ self-efficacy in physics learning and the result of the survey, we put forward the strategies to cultivate the students’ perceived academic self-efficacy, which consists of eight aspects: (1) to coach the students to establish reasonable physics learning aims; (2) to inspire the students’ internal physics learning motivation; (3) to give incentive appraisal to students; (4) to guide the students to set up proper examples; (5) to更多还原