【作者】 车永莉；

【导师】 李新乡；

【作者基本信息】 曲阜师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 自我效能感理论是美国著名心理学家班杜拉提出来的。该理论提出至今不过二十几年，却已被大量理论和实践证明对人类的行为起着核心的、普遍的作用，它影响着人们的思维、情感、动机和行为。目前，自我效能感理论已成为教育心理学研究的一个热点课题，被广泛应用到学生学习的各个领域中。大量来自实验的、跨领域的及比较的研究结果证实，学业自我效能感对学生的学习动机、学习任务的执行及自我调节学习等具有重要作用。国外在这方面的研究已得到了相当程度的发展，取得了大量很有价值的研究成果；国内对此虽然也进行了一些研究，但无论从理论上还是从实践上都不够全面、深入，而且将自我效能感应用于具体学科的研究还较少，并主要集中在数学、体育方面，在物理方面的研究很少，特别是针对初中学生进行的关于物理自我效能感的调查分析及系统的提高策略的研究还委不足，需要进行系统深入的研究。因此，为了进一步扩展自我效能感理论在具体学科中的应用，有必要对自我效能感理论在物理教学中的应用进行研究。 初中物理教学大纲要求学生在初中阶段就要比较系统地掌握学习现代科学技术和从事社会主义建设所需要的物理基础知识、基本观念和方法，学习这些知识的实际应用，并需要在物理学习中培养起观察和实验能力、思维能力、分析和解决实际问题的能力。虽然初中阶段对物理学习内容的要求较低，但由于物理学科内容本身具有丰富、繁杂的特点，以及初中生自身能力发展方面的不足等因素的存在，初中生要学好物理并不容易。事实上，许多物理教育研究者已经发现，初二阶段学生的物理学习存在着较严重的分化现象，有相当数量中等程 曲阜师范大学物理系硕士研究生学位论文度的学生在物理学习中逐渐掉下队来。这不仅会影响到这些学生以后对相关物理知识的有效学习，还会挫伤他们学习物理的自信。。，导致他们对物理的厌学、畏难情绪。正如有的研究者所指出的，对相当一部分初中生而言，。C理上的分化远比知识上的分化更阻碍他们有效地学习物理。因此，要提高初中生的物理学业成就水平，除了要对他们进行必要的学习上的指导外，培养他们对自己完成物理学习任务、解决物理学业问题的能力的正确判断与信念具有更重要的实践意义。而这种对自己完成任务的能力的判断与信念，正是个体的自我效能感。因此，要克服初中生在物理学习心理上存在的这些困难与压力，提高他们的物理自我效能感势在必行。 本文采用文献分析、问卷调查、数理统计等研究方法，对学业自我效能感的含义、特征及其在学习情境中的作用和发展进行了深入、系统的研究，并在此基础上对初中生物理自我效能感与物理学业成就之间的关系进行了初步的实证研究，提出了较为系统的提高初中生物理自我效能感的策略。 学业自我效能感指的是“学生对自身完成既定学习目标所需的行动过程的组织和执行能力的判断与信念”，其变化表现在三个维度上，即水平、广度和强度。但在对学业自我效能感进行测量时，现在的大部分研究并不对之进行维度区分，而主要采用单一的、多等级的量表形式。作为最具影响力的主观信念，学业自我效能感影响着学生在学习过程中的思维方式、情绪反应、动机和行为：它影响了学生在特定学习情境中的选择行为、付出努力的程度、面对困难时的坚韧性和情绪唤醒状态，并在一定程度上决定了学生的学习潜能能够在多大程度上得到发挥。学业自我效能感作为学生对自己在学习过程中的操作能力的判断，是一种认知过程，而并不是学生的某一稳定的人格特性，因此，我们可以对影响自我效能感发展的因素和导致自我效能感改变的因素加以研究。班杜拉及其同事在大量研究的基础上发现，学生自我效能感的形成与发展主要有四个信息来源：直接经验、替代性经验、言语劝导、情绪生理状态，但这四种信息源只有通过学生的认知评价 n ＞ 曲阜师范大学物理系硕士研究生学位论文才具有指导意义。 本论文在前述理论研究的指导下，结合初中生物理学习的实际情况，对初中生物理自我效能感进行了实证研究。结果表明：初中生的物理自我效能感与物理学业成就关系密切，成高度正相关；性别差异对物理自我效能感的影响确实是客观存在的，但并没有达到显著性差异的水平；女生物理自我效能感水平呈较为严重的下滑趋势，其原因可能是受她们的智力品质特点和归因特点的影响。 本论文结合影响学业自我效能感的因素、初中生自我效能感的发展特点及初中物理教学实际，探讨了提高初中生物理自我效能感的基本原则和策略。提高初中生物理自我效能感所应遵循的基本原则是：主体性原则、蕴于性原则、因材施教原则、反馈性原则。提高策略包括：帮助学生了解物理自我效能感的含义观用；让学?更多还原

【Abstract】 Perceived self -efficacy theory was mentioned by A.Bandura, the famous American psychologist. Up to now, the theory has been raised for only more than two decades, yet a lot of theories and practices have proved that it plays an important and common role in peoples’ behavior and it affects peoples’ thought patterns, emotional reactions, motivation and behavior. At present, this theory is the hot spot of the study of educational psychology, and is widely used in different academic aspects. A large number of pervasive across experimental, cross-sectional, and longitudinal studies have proved that perceived academic self-efficacy is very important for students’ studying motive, performance achievement and educational self-regulation, etc. Now, the study about this theory has achieved considerable progress and a lot of valuable achievements abroad. At home although some research has been carried on, it’ s not complete or deep either theoretically or practically. Moreover, it is seldom used in mathematics and physical education, lot alone physics, esp. The study which studies the analysis concerning perceived self-efficacy and systematic cultivation upon middle school students, and thereby it needs systematic and deep research. So, to expand the application of the theory in specific subjects, we should do some research about the application of this theory in the teaching of physics, combining the characteristics of junior middle school students.The teaching of physics in junior middle school requires that students must systematically grasp the basic concepts & methods and the fundamental knowledge of physics for the need of socialist construction, they must systematically grasp the basic concepts & methods and the fundamental knowledge of physics for the need of socialist construction , they must systematically grasp modern science and technology; they mustlearn the application of these knowledge and cultivate their ability of watching, doing experiments, thinking, analyzing & solving practical problems. Although in junior middle school the requirement for physics is still low, because of the reason that physics itself is complex & rich in content and the reason that students are not well developed in their ability, and so on, it’ s not easy for junior middle school students to learn it well.Actually, many researchers have discovered that there is a serious differentiation among students in junior 2 and quite a few medium-level students couldn’t follow. This will not only do harm to their effective study about relevant knowledge in the future, but also hurt their self-confidence in learning physics, so this will lead to their dislike. Just like what some researchers once pointed, to a large proportion of junior middle school students, the differentiation in mind will do more harm to their effective study of physics than that of knowledge. So, to improve students’ level, besides the necessary guide in their study, it’ s more important to cultivate their correct judgment & belief in the ability to finish the study & solve the problems, and this is the individual perceived self-efficacy. Therefore, to overcome those psychological difficulties & pressure, we must improve their perceived self-efficacy in physics.This research adopts the methods like the document datum, asks rolling up investigations and a mathematical statistics, etc. and makes a deep & systematic research about the definition, content and characteristics of perceived academic self-efficacy and its function & development in study, basing on this, this research also preliminarily studied the relationship between perceived self-efficacy and the achievements in physics and raised systematic strategy for cultivating junior middle school students’ perceived self-efficacy.The notion of perceived academic self-efficacy was defined as students’ judgments & beliefs of their capabilities to attain designated types of educational performances. It is concerned not with the skill one has but with judgments of what one can do with whatever skills one pos更多还原