Research On The Cultivation Of Self-efficacy Of Junior High School Students With Geography Learning Difficulties:

Self-efficacy refers to the judgment of one’s ability when he accomplishes his task. Generally, thehigher the students’ sense of self-efficacy, the larger academic goals they tend to make, they are also moreable to accept the challenge in the study, and their intrinsic interest in solving problems grows stronger.Cultivating self-efficacy of students in daily teaching can help teachers to improve students’ studymotivation and study perseverance, it is of great significance to students’ development. Especially studentswith geography learning difficulties, their sense of self-efficacy is lower than other students, so we shouldfocus on cultivating students’ sense of self-efficacy during geography teaching process.This article regards theory of self-efficacy, motivation attribution theory as foundation, aftersearching related literature, the author designs a questionnaire to investigate the sense of self-efficacy ofjunior high school students. Through the questionnaire investigation, the author finds that the sense ofself-efficacy of junior high school students with geography learning difficulties is low. Study failure, doubtabout their ability, unknown about the causes of study problems, effect of external factors are the mainreasons for the low self-efficacy of students with learning difficulties. Combined with the results of theinvestigation, this article explores and implements the teaching process of "make study goals-self-studybefore class-incentive motivation-cooperative study-detection of study outcomes-study assessment-self-reflection after class" in geography teaching experiment to cultivate self-efficacy of students withlearning difficulties.Through analyzing the results of teaching experiment, the author finds that:(1)The sense ofself-efficacy and geography achievements of experimental group’s are improved. The values of P are less than0.05, these two dependent variables are significantly improved after the experiment, it indicates thatthe teaching process and teaching strategies which the experiment puts forward to cultivating self-efficacyof geography students with learning difficulties has certain feasibility.(2)The senses of self-efficacy andgeography achievements are positively correlated. The changes in self-efficacy scores and geographyachievements of the experimental group also have proved that self-efficacy can be enhanced throughtraining. With the improvement of self-efficacy, geography achievements of students with learningdifficulties are also improved, there is a certain correlation between them, enhancing self-efficacy can helpto make the situation of students with learning difficulties better.The article puts forward that teacher should help students make their learning goals clear andselect appropriate role models, guide the students to correct attribution during the teaching, it can reducethe chances of falling into the plight learning helplessness. According to the specific condition of students,teachers can design teaching process and objectives, and create good learning environment for students,provide opportunities to experience success for students with learning difficulties, it can help students withlearning difficulties gradually go through learning difficulties. The cultivation of self-efficacy of studentswith geography learning difficulties requires a long process and further research, the author hopes that thefront line teachers can take part in the study of students with learning difficulties, and contribute to thedevelopment of students’ intelligence.