河南省实验文博学校高中生地理学业自我效能感培养策略研究

发布时间：2018-02-24 18:08

本文关键词： 学业自我效能感地理学科培养策略高中生河南省实验文博学校　出处：《河南大学》2015年硕士论文　论文类型：学位论文

【摘要】：学业自我效能感是指学生对自己学习行为和学习能力的一种主观判断和信念。它对学生学习行为的选择、坚持性、思维和情感模式等有重要影响。地理学业自我效能感是学业自我效能感在地理学科中的体现,是学生在地理学习过程中逐渐形成的对自己地理学习行为及能力的自我评价和判断。地理学业自我效能感对学生的地理学业成就及其在地理学习过程中的思维和行为方式都会产生重要影响。本研究通过对河南省实验文博学校高中生的抽样调查,了解该校高中学生的地理学业自我效能感的现状和影响因素,进而分析总结出培养该校高中生地理学业自我效能感的主要策略。在研究过程中主要采用了文献资料法、课堂观察法、访谈法、调查法、统计分析法等,并将这些方法与实际的地理教学相结合,提出的培养策略更具实践意义。通过对三个年级的高中生的问卷调查发现:河南省实验文博学校的高中学生地理学业自我效能感水平一般,男女差别不大,各年级的差别较为明显。在影响地理学业自我效能感的因素中,学生学习目标的设置和地理学习策略、教师的教学理念是影响地理学业自我效能感的限制性因素,也是亟待解决的教学问题。基于对调查结果和教师访谈的总结分析,本文提出以下培养该校高中生地理学业自我效能感的主要教学策略:树立正确的地理教学理念,提高地理教学效果;采用多种教学手段与方法,激发地理学习动机;结合地理学科特点,培养学生的地理学习策略;优化地理教学设计,增加学生成功体验;形成独特的教学风格,增强教师个人魅力。本研究的创新之处在于:以整个高中阶段为研究对象,系统分析了河南省实验文博学校高中生地理学业自我效能感的年级及性别差异。通过问卷调查与访谈使整个研究过程与实际教学紧密结合,提出的培养高中生地理学业自我效能感的主要策略也更具操作性。
[Abstract]:Academic self-efficacy refers to students' subjective judgment and belief about their learning behavior and learning ability. The sense of academic self-efficacy in geography is the embodiment of academic self-efficacy in geography. It is the self-evaluation and judgment of students' geography learning behavior and ability gradually formed in the process of geography learning. The sense of self-efficacy in geography studies affects the students' geography academic achievement and their thinking in the process of geography learning. Behavior patterns have an important impact. This study conducted a sample survey of senior high school students in Henan Experimental Arts and Arts School. To understand the present situation and influencing factors of geography academic self-efficacy of senior high school students, and then analyze and summarize the main strategies of cultivating the high school students' sense of geographical academic self-efficacy. Classroom observation method, interview method, investigation method, statistical analysis method and so on, and combine these methods with the actual geography teaching, Through the questionnaire survey of senior high school students in three grades, it is found that the level of self-efficacy of high school students in Henan Experimental Literature and Art School is general, and there is no difference between male and female students. Among the factors that affect geographical academic self-efficacy, the setting of students' learning goals and geography learning strategies, teachers' teaching concepts are the restrictive factors that affect geography academic self-efficacy. Based on the summary and analysis of the investigation results and teachers' interviews, this paper puts forward the following main teaching strategies to cultivate the students' sense of self-efficacy in geography study: to establish the correct geography teaching idea, Improve the effect of geography teaching, adopt various teaching means and methods to stimulate geography learning motivation, combine the characteristics of geography subject, train students' geography learning strategy, optimize geography teaching design, increase students' successful experience; Form a unique teaching style, enhance the personal charm of teachers. The innovation of this study is: the whole senior middle school as the object of study, This paper systematically analyzes the grade and gender differences of high school students' sense of self-efficacy in geography study in Henan Experimental Literature and Art School. The whole research process is closely combined with actual teaching through questionnaire and interview. The main strategies proposed to cultivate high school students' sense of self-efficacy in geography study are also more operable.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.55

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