Research On The Influencing Factors Of Chinese Academic Self-efficacy Of Senior High School Students In The Context Of The New Curriculum Standard

Academic self-efficacy is an important variable for students to obtain good academic performance and ensure their mental health.At present,the research on academic self-efficacy in China is mostly based on the overall analysis,and the research on academic self-efficacy combined with specific disciplines is deficient.The specific research on Chinese academic self-efficacy is mainly qualitative research,and the research field is mainly focused on the Chinese academic self-efficacy of primary and secondary school students.In addition,few articles have conducted research in combination with the guidance document of Chinese learning for senior high school students,"Chinese Curriculum Standards for General High School(2017Edition,2020 Revision)"(hereinafter referred to as the new curriculum standard).Based on this,this study attempts to analyze the self-efficacy of Chinese learning for senior high school students in the context of the new curriculum standard.This study mainly analyzes the Chinese academic self-efficacy of senior high school students in the context of the new curriculum standard through the methods of literature,questionnaire and interview;Then take senior high school students as the object of investigation,carry out a questionnaire survey,supplemented by an interview survey,and analyze the current situation and influencing factors of senior high school students’ Chinese academic self-efficacy under the background of the new curriculum standard;Finally,through the materials of the previous two parts,this paper puts forward the teaching suggestions for the Chinese academic self-efficacy of senior high school students.This study focuses on the Chinese academic self-efficacy of senior high school students under the background of the new curriculum standards.The whole study is divided into five parts:Part Ⅰ: Introduction.First of all,the reason for choosing the topic of this study is explained by putting forward the question;Then it carries on the literature review,collates and reviews the relevant research at home and abroad;Then point out the purpose and significance of the study;Finally,the research ideas and methods are explained.Part Ⅱ: Definition of core concepts and relevant theoretical basis.It mainly defines the three concepts of "self-efficacy","academic self-efficacy" and "Chinese academic self-efficacy",and clarifies the theoretical basis of the study,"attribution theory of success and failure" and "achievement motivation theory".Part Ⅲ: The current situation of Chinese academic self-efficacy of senior high school students under the background of the new curriculum standard.The analysis of the current situation is mainly carried out from two aspects: the first aspect is the analysis of the self-compiled questionnaire of "Chinese academic self-efficacy questionnaire of senior high school students under the background of the new curriculum standard".The self-made questionnaire is composed of 49 items,with high internal consistency reliability and structural validity.The dimensions of the questionnaire are determined through exploratory factor analysis,It is divided into the sense of basic ability of Chinese learning(including: belief in good results,sense of goal achievement,sense of talent,positive self-expectation,sense of self-confidence)and the sense of control of Chinese learning(including: sense of self-doubt,sense of vulnerability to interference,sense of powerlessness,sense of effort and sense of environment).The research concludes that the overall situation analysis: under the background of the new curriculum standard,senior high school students’ Chinese academic self-efficacy is better.Analysis of related variables: There are significant differences in Chinese academic self-efficacy of senior high school students in different grades,different ways of education,teacher-student relationship,teachers’ teaching style,background of new curriculum standards,and academic achievements,but there is no significant difference in gender.On the other hand,the research is supplemented by interviews to analyze the specific reasons for the difference of Chinese academic self-efficacy of senior high school students under the background of the new curriculum standard.Part Ⅳ: Under the background of the new curriculum standards,the teaching suggestions of self-efficacy in Chinese learning of senior high school students.Through the analysis of the current situation and influencing factors of self-efficacy of senior high school students’ Chinese learning,the researchers put forward teaching suggestions for self-efficacy of senior high school students’ Chinese learning: let students experience success in Chinese learning,guide students to make correct attribution,cultivate students’ ability to use philology learning strategies,pay attention to students’ individual differences,pay attention to family school education,create a good campus environment and establish a diversified evaluation system.Part Ⅴ: Research deficiencies and prospects.The deficiencies in the research process are reflected in the insufficient research background,the limitations of data collection,the limited research time and the limited sample range.The future research needs in-depth and detailed discussions.For example,improving the research system,establishing a digital census system,and developing technologies that can improve students’ sense of academic self-efficacy in Chinese.