Study On The Effect Of PBL Teaching On Students' Self-efficacy

Self-efficacy is the degree to which an individual is confident of accomplishing something or learning something.The level of self-efficacy directly affects students' learning motivation,learning emotion and learning effect.After investigation,it is found that there is still a lot of room for improvement in the self-efficacy of the students with the author.PBL teaching is a teaching method that takes questions as the leading part,students as the main body to discuss relevant issues,and obtains the answers of questions through independent learning and group discussion.This paper aims to explore the practical process of PBL teaching in the second compulsory course of biology in human education edition of senior high school,heredity and variation,and study its influence on students' self-efficacy.This study adopts the methods of literature analysis,action research,questionnaire survey and data statistics.The research idea is to understand the biology learning situation of senior high school students in our school through the "high school biology learning questionnaire",the learning state,efficiency,dilemma and demand,the current biology classroom teaching situation and so on.After the implementation of PBL teaching,students' sense of self-efficacy was measured by the comprehensive scale of self-efficacy.The pretest data and the posttest data of students' sense of self-efficacy in the experimental class and the control class were analyzed,and the conclusion was drawn whether PBL teaching had an effect on students' sense of self-efficacy.In this study,the senior high school students of the author's school were taken as the experimental objects to understand the current situation of biological learning of students and the expectation of teaching improvement of highschool biology through questionnaires.Find relevant literature to understand the measurement of self-efficacy and the design process of PBL teaching,and design the teaching plan of PBL teaching.Before the study,students were tested by the self-efficacy comprehensive scale and their academic performance.The experiment was carried out in the next semester,during which PBL teaching was carried out in the experimental class and routine teaching was carried out in the control class.After that,the post-test data of the two classes were analyzed.From the analysis of the data before and after the experiment,it can be seen that the experimental class and the control class have significant differences in academic performance and self-efficacy after one semester of research.The conclusion is that PBL teaching can promote students' self-efficacy.PBL teaching can promote the progress of students' academic performance.