The Study On High School History Teacher’s Efficacy

With the formation and perfection of social cognitive theory, self-efficacy research gradually extends to the various disciplinary fields. Whether the law of this self-efficacy theory including situationality or not, has become a controversy among scholars. Middle school history teaching is one of the field. Thus, the teaching efficacy research of the teachers can provide valuable references in improving and enriching the efficacy theory. The new curriculum reform has redrawn middle school courses and training target. Middle school history teaching is no longer only to cultivate students’ accumulation of knowledge or understanding of the historical data, but also to develop students’ interests through the history and modern education, to improve the ability of self-learning and team cooperation, to help students do research gladly, and to establish high sense of responsibility and right value, which requires the history teachers to innovate the teaching and management in class with great enthusiasm and responsibility. Middle school history teachers’ efficacy can influence students’ confidence of developing ability. The more belief, the more efficient the history class can be. This would contribute to promote the progress of history teaching and the growth of the students.Based on the reality of middle school history teachers’ teaching efficacy in basic educational development trend and the deficiency of education in related fields, the thesis made such efforts: drawing up the questionnaire of middle school history teachers’ teaching efficacy measure, formulating interview survey and quantitative data, and analyzing the results. Thus, it creatively fills the blank of Bandura’s efficacy theory in the research of middle school history teachers’ teaching area. What’s more, it provides certain references to improve the present middle school history teachers’ teaching efficacy through the analysis of composition and degree between variable statistics and the different efficacy of middle school history teachers’ teaching.