Research On The Influence Of Senior Middle School Chemistry PBL Teaching On Students’ Self-Efficacy

Students’ self-efficacy refers to "the degree of confidence that students can complete learning tasks based on the knowledge they have mastered in the learning process".The level of self-efficacy can not only determine students’ choice of learning activities and persistence in learning activities,but also affect students’ emotions and attitudes in the face of learning difficulties.However,in traditional teaching,teachers sometimes ignore the student’s main body Status,the interaction between teachers and students needs to be further strengthened,which makes some students’ learning enthusiasm and academic self-efficacy low.The author has checked the literature and found that scientific and reasonable teaching strategies can mobilize students’learning enthusiasm and help students improve their sense of academic self-efficacy.PBL teaching takes the problem as the core,allowing students to discuss,learn and complete knowledge construction around the problem,which can stimulate students’ creative potential,help students change from passive learning to active learning,improve students’ learning motivation,and use it Few scholars have conducted research on whether high school chemistry teaching can affect students’ self-efficacy.On the basis of combing the basic concepts and related theories of self-efficacy and PBL teaching,this study investigated and analyzed the current chemistry learning status of some high school students in the form of questionnaires.It was found that students have chemistry learning habits that need to be improved during the learning process.Learning confidence needs to be enhanced,students lack opportunities for classroom performance,and learning results are not ideal.The author proposes a PBL teaching strategy,and explores the relationship between the six links contained in the strategy and the students’ sense of self-efficacy.The practice of PBL teaching strategies to improve students’ sense of self-efficacy.In the early stage of practice,three PBL teaching cases were completed,including "Simple Classification and Its Application","Dispersion System and Its Classification",and "Understanding Oxidation-Reduction Reactions".The most recent chemistry scores of the practice objects were collected and the students were measured using a scale.In the middle of practice,PBL teaching will be conducted in the experimental class,and traditional teaching will be adopted in the control class,and the in-class teacher will be invited to observe and evaluate the two classes in class;in the later stage of practice,in the two classes Each class conducts chemistry tests,conducts teaching interviews,measures students’self-efficacy again,and analyzes and summarizes the practical effects based on the students’ two chemistry scores,classroom observations,teaching interviews,and self-efficacy measurement data.The conclusions of the study are:high school chemistry PBL teaching can improve students’sense of self-efficacy;PBL teaching can promote the improvement of students’ chemistry learning performance to a certain extent;external intervention is the main factor in improving students’sense of self-efficacy.Some suggestions have also been put forward through research:when teachers use PBL teaching strategies,they can combine other teaching strategies,which will better improve the teaching effect;when teachers use PBL teaching strategies,they can provide appropriate material rewards to better Arouse students’ learning enthusiasm;in order to stimulate students’ learning motivation to the greatest extent and arouse students’ interest in learning,the teaching situations created by teachers should be interesting and novel and close to students’ lives.