An Investigation And Study On The Development Of Students' Self-efficacy In The Process Of Hierarchical Foreign Language Teaching In Junior High Schools

In the report “Building a moderately prosperous society in all respects and achieving the great victory of socialism with Chinese characteristics for a new era”,president Xi stressed that "priority should be given to the development of education and efforts should be made to ensure that every child has an access to a fair and high-quality education".To some extent,the stratified teaching model which is widely used in basic education in China is considered to meet the requirements of this report.However,in the specific teaching process,we found that the classification and teaching based only on learners' academic level ignored the development and change of learners' self-efficacy in English learning,which was easy to dampen the enthusiasm of some learners,especially those who did not have outstanding academic performance.Therefore,the research on the development and change of self-efficacy of students at different levels in the context of stratified teaching model is helpful for us to have a more complete understanding of stratified teaching model,so that it is possible to adjust teaching strategies timely according to different changes and realize educational equality.This study used the self-made questionnaire on English self-efficacy of Grade 8students as the main tool to conduct a six-month tracking survey on 94 Grade 8 students in a middle school in Urumqi,and analyzed the development and change of learners' self-efficacy in English learning under the current stratified teaching model mode.By analyzing the data from the following study,the researchers found that: Under the background of stratified teaching model.1.Learners of different leveled foreign languages have different sense of self-efficacy.2.The self-efficacy of high-level foreign language learners gradually and steadily improves;the self-efficacy of medium level foreign language learners does not change significantly;the self-efficacy of low-level foreign language learners gradually decreases.Based on the above findings,this study believes that the stratified teaching model process,as a reality,should not be a "one-size-fits-all" approach to students according totheir academic level,so as to simply distinguish the teaching of goals and tasks.Instead,attention should be paid to students' learning psychological development,especially the development and change of students' sense of self-efficacy.In the five dimensions that affect the development and change of self-efficacy,the corresponding breach is found for real-time and reasonable psychological counseling.Teachers,students and parents need to cooperate actively.Teachers should actively encourage learners and track them in real time after setting teaching objectives and tasks suitable for students.If learners can effectively complete the learning task,teachers should encourage them in time.If learners cannot complete the learning task,teachers should guide students to make correct attribution and assist students to complete the task.Students should learn to learn from the role models around them and actively learn from the successful experiences of other learners.Parents should also act as guides for learners,actively encourage and recognize their children's progress,and help and encourage their children when they encounter difficulties and setbacks in learning.Teachers,students and parents actively cooperate with each other to maximize the joint efforts of the three parts,give learners more successful experience and improve their sense of learning self-efficacy.Take a more positive attitude towards foreign language study.