An Action Research On Cultivating Students’ Self-Efficacy In Junior Haigh School English Reading Teaching

Reading is the dispensable part of English learning for junior high school students,and it is also an important basis for promoting students’ comprehensive English ability.However,in English learning,most junior high school students often have an aversion to English reading.Even if teachers try to improve students’ English level,the results are often unsatisfactory.The Compulsory Education English Curriculum Standards(2017 Edition)states that maintaining a positive attitude towards learning is the key to successful English learning.This also requires teachers to pay attention to students’ reading emotions in reading teaching.Under the influence of test-oriented education,most English teachers adopt a consistent reading teaching method,focus on knowledge over interest and emphasis on achievement over communication that reducing students’ desire of English reading and hindering the improvement of students’ English reading skills.It is not conducive to the development of students’ English reading level and reading performance.Therefore,this requires teachers to pay attention to students ’reading emotions and reading self-confidence in English reading teaching,and to cultivate the students’ self-efficacy.Self-efficacy put forward by American psychologist Bandura was very famous.He defined "self-efficacy" as the degree of self-confidence and subjective judgment that people have in accomplishing certain tasks and activities.That is,the subjective evaluation of an individual’s ability.The main function of self-efficacy in learning activities is to stimulate students’ learning motivation and affect students’ attitudes towards learning and learning emotions.Therefore,encouragement and respect are particularly important in reading teaching.Although domestic and foreign scholars have relevant researches on self-efficacy,there are few studies on self-efficacy and reading teaching.Based on this,the main research and solutions in this paper are as follows:(1)What is the level of junior high school students’ self-efficacy?(2)How to cultivate the sense of students’ self-efficacy in English reading teaching in junior high school?(3)The test of action research in English reading teaching.That is,the effect of action research in students’ self-efficacy and English reading scores.This paper mainly adopts "two rounds" action research.The first round is mainly to make imperative preparations and preliminary attempts to improve students’ self-efficacy in English reading teaching.The second round is based on the first round to summarize and modify.Through action research,researcher finds that: 1.Junior high school students have a higher level of self-efficacy.2.Students’ self-efficacy can be improved by internal attribution and external reinforcement training.3.Through action research,students’ English reading scores have been improved and their self-efficacy also has been improved.This research hopes to provide some inspiration for junior high English reading teaching,encourage English teachers to promote their English reading teaching models and provide some references for future research on self-efficacy.