论中学生历史学习中自我效能感的培养

发布时间：2018-01-02 21:10

本文关键词：论中学生历史学习中自我效能感的培养　出处：《山东师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：自我效能感是班杜拉在20世纪70年代提出的一个心理学概念,它指个体对自己某方面能力的直觉和信念,是个体发挥主观能动性的重要条件。自我效能感自提出之日起,就和教育教学相结合,成为国内外教学研究的一个热点。现代社会的快速变革及其对公民素质的高要求,新课程改革的深入推行和网络信息科技的发展引发的教学方式的改变等,都强调发挥人的主观能动性,要求建立积极的自我效能感。本文以历史学习中自我效能感的培养为切入点,并结合历史教学的实际,对历史学习中自我效能感培养的意义、自我效能感的来源以及自我效能感培养的具体途径等方面进行了研究。本文除绪论外,主要由三部分构成:第一部分,理论阐释,解释了自我效能感的内涵和外延,梳理了国内自我效能感的研究现状,探讨自我效能感对历史学习的重要意义。自我效能感是个体对自己某方面能力的直觉和信念,它是个体对自身能力的一种主观评价。现代社会的变革,终身学习型社会的逐步形成,要求发挥人的主观能动性,建立积极的自我效能感。另一方面,新课程改革的进一步推行,教育教学方式的变革,也重视发挥学生的主观能动性,让学生积极主动地参与学习。第二部分,分析了历史学习中自我效能感的来源,主要有五个,即历史学习的成败经验、替代性经验、他人的评价、言语说服、生理与情绪唤醒状态。学生历史学习的成败经验是自我效能感最稳定和最重要的来源,对自我效能感的培养有重要作用。历史学习中的替代性经验包括两部分,学生学习生活的榜样和历史人物中的榜样,这些榜样有利于改善学生的自我认知。他人评价和言语说服也是学生自我效能感的重要来源,可以增强学生学习的自信心。生理和情绪唤醒状态也是自我效能感的来源,乐观的情绪和心理状态可以让学生积极主动参与历史学习,从学习中获得快乐。第三部分,阐述培养历史学习自我效能感的具体途径。首先,改善学生的自我认知,使其形成正确的自我概念。教师要对学生的表现作出恰当的反馈,积极树立榜样来改善学生的自我认知。其次,教师重视学生历史学习能力和学习情感的培养,培养学生的学习能力可以提高其历史学习成绩,培养历史学习情感可以让学生在学习中得到快乐,这两者都能增强学生的学习动力。第三,教师采用多元化的评价方式,建立全面多元的评价体系,关注学生历史学习的全过程,发挥评价激励和促进学生发展的功能。第四,教师要帮助学生正确的归因,通过归因来培养学生的自我效能感。最后,教师要组织开展丰富多彩的活动,让学生在实践活动中感受到历史学习的快乐,增强其学习的自我效能感。
[Abstract]:Self-efficacy is a psychological concept put forward by Bandura in 1970s. It refers to an individual's intuition and belief in one's own ability. Self-efficacy has been combined with education and teaching since it was put forward. It has become a hot spot in teaching research at home and abroad. The rapid changes in modern society and its high requirements for the quality of citizens, the further implementation of the new curriculum reform and the development of network information technology have led to the change of teaching methods. Both emphasize the exertion of man's subjective initiative and require the establishment of a positive sense of self-efficacy. This paper takes the cultivation of self-efficacy in history learning as the starting point and combines the reality of history teaching. This paper studies the significance of self-efficacy in history learning, the source of self-efficacy and the specific ways to cultivate self-efficacy. Besides the introduction, this paper mainly consists of three parts: the first part. The theoretical explanation explains the connotation and extension of self-efficacy and combs the research status of self-efficacy in China. This paper discusses the significance of self-efficacy to the study of history. Self-efficacy is an individual's intuition and belief in one's own ability, it is a subjective evaluation of one's own ability, and the transformation of modern society. With the gradual formation of lifelong learning society, it is necessary to give full play to people's subjective initiative and establish a positive sense of self-efficacy. On the other hand, the further implementation of the new curriculum reform and the reform of education and teaching methods. The second part analyzes the sources of self-efficacy in history learning, there are five, namely, the success or failure of history learning experience. Alternative experience, evaluation of others, speech persuasion, physiological and emotional arousal state. Success or failure experience of students' history learning is the most stable and important source of self-efficacy. It plays an important role in the cultivation of self-efficacy. The alternative experience in history learning consists of two parts: the role of students in learning life and the role models in historical figures. These role models are helpful to improve students' self-cognition. Others' evaluation and speech persuasion are also important sources of students' self-efficacy. Physical and emotional arousal state is also the source of self-efficacy, optimistic mood and psychological state can enable students to actively participate in history learning. The third part expounds the specific ways to cultivate the sense of self-efficacy in historical learning. First of all, improve the students' self-cognition. Teachers should make appropriate feedback on students' performance and set an example to improve students' self-cognition. Secondly, teachers should pay attention to the cultivation of students' history learning ability and learning emotion. Cultivating students' learning ability can improve their history learning achievement, and cultivating history learning emotion can make students happy in their study, both of which can enhance students' learning motivation. Third. Teachers adopt diversified evaluation methods, establish a comprehensive and pluralistic evaluation system, pay attention to the whole process of students' history learning, and give play to the function of evaluation, encouragement and promotion of students' development. 4th. Teachers should help students to correctly attribution, through attribution to cultivate students' sense of self-efficacy. Finally, teachers should organize and carry out rich and colorful activities so that students can feel the joy of learning history in practical activities. Enhance their sense of self-efficacy in learning.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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