The Research On The Influence Of Role Playing In Biology Teaching On Rural Junior High School Students’ Self-Confidence

On January 2,2018,the Central Document No.1 “Opinions on Implementing the Strategy for Revitalizing Villages” stated that we must pay attention to the development of rural education and pay attention to the development of students.Some studies have shown that the current level of self-confidence in rural junior high school students is generally lower than that of urban peers,and self-confidence is the most basic inner quality of student development.The strength of students’ self-confidence determines to a large extent the junior high school students whose physical and mental development is at a critical stage.Finding a teaching method that meets the local teaching conditions and can effectively improve students’ self-confidence is essential in teaching in rural junior middle schools.Some studies have found that role-play teaching methods have many benefits for students’ physical and mental development.Some studies mentioned that they can help cultivate students’ self-confidence,but they do not make more specific exploration of the impact of self-confidence.On this basis,this study will mainly explore the role of using role-playing pedagogy in biological sciences in rural junior high school students’ self-confidence.This paper first started with the study of 112 junior middle school students of a rural school in Hongdong County.The survey investigated the status of junior high school students’ self-confidence,and then sampled 60 of them as a role model.A quasi-experimental study was conducted on the influence of junior high school students’ self-confidence.Among them,class 41 of the experimental class adopted the role-playing method of teaching and played a total of four role-playing exercises.The control class 40 used traditional teaching methods.In the course of the experiment,it is necessary to ensure that the independent variables are controlled.After the experiment,Luo Hong’s “Formal Self-Confidence Questionnaire for Middle School Students” was modified slightly to arrive at a scale with good reliability andreliability(0.844 for reliability and 0.703 for validity).There are six dimensions of self-confidence for junior high school students.That is change in whole confidence、ability confidence、interpersonal confidence、physical confidence、moral confidence、academic confidence are tested.After the data collection and collation were completed,the SPSS17.0statistical software was used for the differential T test.The results found:(1)The status of junior high school students’ self-confidence.The overall performance is:junior high school in grade one M=110.233,SD=10.085 and junior high school in grade two M=97.350,SD=13.554,indicating that the level of self-confidence in rural junior middle school students is at a medium level.The analysis of each dimension is as follows: The highest score is the overall self-confidence,the lowest grade is the ability self-confidence,the second grade is the lowest score is the appearance of self-confidence,indicating that the age of the students to complete certain things in the hands-on operation ability and Their self-confidence characteristics are less confident.(2)About quasi-experimental studies:Overall: After the experiment,the mean value of self-confidence of the experimental class was significantly higher than that of the control class,which increased from 110.730 to117.300,and the difference between parallel classes was tested to be p=0.049<0.05,indicating a significant difference.After the experimental class,compared with the previous test,the difference test had p=0.039<0.05,indicating that the self-confidence of the experimental class after role play produced a significant difference.From all dimensions: the experimental class had the greatest improvement in moral self-confidence.The average value before and after the experiment increased by 2.1667,and the difference test yielded p=0.034<0.05,indicating a significant difference.In addition,the five dimensions of overall self-confidence,academic self-confidence,ability self-confidence,self-confidence,and interpersonal self-confidence both improved after the role play,but did not produce significant differences.From the perspective of gender: Self-confidence between boys and girls in the experimental class did not produce significant differences after role play.Through the above analysis of the experimental data,the conclusions of this study are drawn:(1)The current situation of rural junior high school students’ self-confidence: The overall level of the self-confidence is moderate,and the status of rural junior high school students is not optimistic.Therefore,the cultivation of self-confidence needs attention.In particular,attention must be paid to the cultivation of ability confidence and physical confidence.(2)Regarding quasi-experimental research: Role-playing teaching method is conducive to the improvement of rural junior high school students’ self-confidence,and has a significant role in promoting the cultivation of their moral self-confidence dimensions.The influence of self-confidence on boys and girls is basically the same.