The High School Students Learning Physics Culture Of Self-efficacy

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...