In recent years, self-efficacy has attracted more and more attention. Many surveys show that the level of self-efficacy is closely related to students' study and physical and mental health. In learning, self-efficacy will affect students' motivation for learning activities, interest in participating in teaching, establishment of personal goals, attitude towards difficulties, degree of effort, and causal thinking mode (attribution). In terms of physical and mental health, self-efficacy will affect students' cognitive adjustment, emotional response, activity efficiency, thinking ability, interpersonal relationship and potential development. Therefore, it is an urgent task for our teachers to consciously cultivate students' sense of self-efficacy. Here are ten ways to cultivate students' sense of self-efficacy.
First, increase students' successful experience.
Past successful experience is the main source of self-efficacy. Therefore, teachers should adopt various methods to increase students' successful experience in learning activities, and the specific methods are as follows:
(A) the establishment of personalized and cooperative reward structure
Undoubtedly, it is necessary to establish a competitive reward structure, but it will inevitably damage the development of students' classroom self-efficacy, so it is necessary to establish a personalized and cooperative reward structure. Personalized reward structure requires students to compare themselves, that is, compare their current achievements with their past achievements. As long as there is progress, it is success and they will be rewarded. Enhance self-confidence by increasing the chances of success, thus improving self-efficacy. The cooperative reward structure emphasizes the comparison between groups, and the groups * * * strive to achieve a goal * * * success. Attention should be paid to the grouping of students with excellent classroom performance and students with poor classroom performance, which will increase the chances of students with poor classroom performance to experience success, thus enhancing their sense of self-efficacy.
(B) the use and play to the advantages of students' intelligence
Traditional intelligence theories (mainly IQ theory and Piaget's cognitive development theory) think that intelligence is a single ability. Among the newly developed multiple intelligence theories in recent years, Robert Jeffrey Sternberg's triple intelligence theory and Gardner's multiple intelligence theory have the greatest influence on school education. From the theory of multiple intelligences, we can easily feel that every talent of students can be a means to help students succeed in their studies. Therefore, teachers should be good at discovering students' talents, and guide students to use their talents to succeed in activities when they encounter difficulties, so as to establish a strong sense of self-efficacy in learning.
Second, cultivate students' positive attribution.
There is an interaction between self-efficacy and people's attribution style. Students with high self-efficacy attribute their success to internal stability factors, such as ability and hard work; Attribute failure to internal controllable factors, such as insufficient efforts. This positive attribution can enhance students' sense of self-efficacy. Relevant research shows that students with learning difficulties often use negative attribution, and they often attribute their learning results to uncontrollable factors, such as their own abilities, teachers, luck, tasks and other external factors. This negative attribution will weaken their sense of self-efficacy. Of course, to cultivate students' positive attribution style, we should not blindly emphasize the lack of efforts, otherwise it will make students feel powerless and thus dampen their sense of self-efficacy, so we should comprehensively analyze the reasons for failure. To cultivate a positive attribution style, we should pay attention to the following points:
(A) the use of appropriate emotional expression and verbal evaluation
Teachers' emotional response and oral evaluation to students often become clues to students' self-attribution. For example, sometimes students feel that they have failed, and they get sympathy from teachers instead of dissatisfaction, which will dampen their self-esteem and self-confidence, because sympathy is usually considered to be applicable to the weak, which will make students attribute their incompetence and thus dampen their self-confidence. On the contrary, if students are not satisfied, they will redouble their efforts, which will protect their self-esteem and improve their sense of self-efficacy. Similarly, if a student successfully completes an easy task (the difficulty of the task is relative to the actual ability of the student), the teacher will praise it greatly, which will reduce the students' evaluation of their own ability. If students successfully complete difficult tasks, teachers will give them great praise, which will make them have strong attribution and improve their sense of self-efficacy. Therefore, teachers should think carefully when praising students.
(2) Provide appropriate help and guidance.
In order to enable students to successfully complete their learning tasks, teachers often need to guide and help students' learning behavior. But it should be different because of the difficulty of the task and the situation of the students. Graham and Barker's research shows that a child who is actively cared for and specially helped by his teacher will not only be considered as having low intelligence and unlikely to succeed in the future, but also think so himself. Therefore, teachers should not help students "for no reason", otherwise it will reduce students' evaluation of self-ability; But to help students when they really encounter difficulties, so as to enhance their sense of self-efficacy.
Third, help students set goals.
Bandura believes that self-efficacy affects motivation through goal setting. Students who invest heavily in their studies and get good grades will often be praised by teachers and classmates, and their sense of self-efficacy will also be improved. In order to improve students' sense of self-efficacy, teachers must help students set reasonable learning goals and reduce students' chances of failure. The following methods can be adopted:
(A) to guide students to set reasonable goals
Self-efficacy is significantly related to learning goals (scheduled exam goals, junior high school graduation goals). Therefore, we can set appropriate learning goals according to the actual situation of students. As we often say-"jumping to pick grapes", that is, the goal must be achieved through certain efforts. Its realization can make students realize their progress, improve their sense of self-efficacy, stimulate potential learning motivation, and persevere in learning activities until they achieve their long-term goals.
(B) to help students correct difficult goals.
In teaching (especially near middle school and college entrance examination), students with average grades and unwilling to work hard often set such a learning goal-to be admitted to a key school. In fact, students themselves don't know how high their goals should be, and they are not sure whether they can succeed. In this case, the teacher can help him set a specific, interdisciplinary and phased learning goal, guide him to study hard, realize the phased goal step by step, and gradually enhance his sense of self-efficacy.
(C) guide students to set challenging goals
Students with a strong sense of self-efficacy believe in their learning ability and will set higher learning goals for themselves. The challenge of high learning goals will stimulate individuals' strong learning motivation, make them work harder, and finally achieve higher academic performance, thus gaining greater self-confidence. Bandura believes that the belief system of self-efficacy is the basis of human motivation, happiness and personal achievement. Unless people believe that they can achieve the expected results through their own actions, they have no power to urge people to face difficulties and persist. It can be seen that self-efficacy has a strong behavioral motivation. Therefore, we should consciously guide students to set difficult and challenging goals.
Fourth, improve students' learning strategies.
Students with high self-efficacy and good academic performance often have a good level of application of learning strategies. The higher the application level of learning strategies, the stronger the students' self-confidence, the more effective their study and the better their grades. Under the careful guidance of subject teachers, students gradually gain a higher level of learning strategy application in their own adjustment and exploration (because different subjects and different learning tasks require students to master different learning strategies). It is a bridge between students' behavior and expectation, which will send students to the other side of success and enhance their sense of self-efficacy.
Verb (abbreviation of verb) infects students' positive emotions.
Bandura believes that emotional and physiological states are closely related to the formation of self-efficacy. Strong emotions usually hinder the performance of behavior and reduce performance expectations; Positive and stable emotional and physical state will improve self-efficacy. Teachers' emotions and students' emotions are very important to improve students' sense of self-efficacy.
(A) Teachers' emotions
"When a person perceives the emotional experience of others, it will also cause corresponding emotional reactions", so it is a better way for teachers to induce students' emotions with their own positive emotions and even their own high sense of self-efficacy. Teachers should pay attention to face students with full spirit and enough self-confidence, and convey them from clothing, verbal expressions, gestures and so on. It can be said that "everything near Zhu Zhechi is black"-under the influence of teachers full of self-efficacy, students' self-efficacy is more likely to be cultivated and improved.
(B) Students' emotions
In addition to using other people's emotions to induce their own emotions, using their own expressions to induce emotions is also one of the psychological mechanisms of emotions. When Ezard cooperated with scholars of the former Soviet Union to train actors' expressions, he found that when the subjects observed the facial expressions of certain emotions, they would inevitably have corresponding experiences. Therefore, instructing students to train their expressive ability is also one of the effective ways to improve their sense of self-efficacy. Teachers can guide students to do expression training, so that students can consciously and often adjust their facial expressions, so that they can present a more cheerful and confident mental outlook, which is conducive to enabling students to experience positive self-emotions, thus improving their sense of self-efficacy.
Sixth, guide students to temper their will.
Marx said that there is no royal road to science, and only those who are willing to climb along the rugged path can reach the peak of glory. Middle school students can't have a smooth road to study, and they are bound to encounter big or small difficulties, which require strong will and determination to overcome. Therefore, teachers should strengthen the purposeful education of students' study life, guide students to temper their will, and make students link their study life with lofty ideals. This will help to strengthen students' beliefs and enhance their sense of self-efficacy.
Seven, the evaluation mechanism to motivate students
When evaluating students, teachers should pay attention to the incentive function of evaluation, attach importance to students' dominant position in evaluation, and emphasize students' active participation in evaluation. Therefore, teachers should provide students with opportunities for self-evaluation, truly and comprehensively reflect students' personality and development through "qualitative evaluation", and make students full of confidence in themselves. Such as file evaluation. By establishing students' learning files, we can objectively record students' performance in the process of growth and reflect their learning situation. Students' self-evaluation should also be regarded as an important part of the learning process and a source of self-motivation for students' development. Teachers should guide students to record their achievements and shortcomings with a series of methods, review and reflect with the help of evaluation, let each student see the potential problems in their progress and development, cultivate students' habit of monitoring their learning process, develop and improve their self-awareness and self-education ability, and enhance their sense of self-efficacy.
Eight, personal interests drive students.
Quintilian, a Roman educator who put forward the interest theory, thinks that forcing students to learn things they are not interested in is largely a waste of their time. According to the interest theory, teachers need to discover students' interests and support them to develop them. Because this can make students explore knowledge more actively and get happiness and satisfaction from it, and let interest and happiness interact, thus helping students overcome difficulties consciously, persevere and finally succeed in the activity process.
Nine, treat students with positive expectations
Teachers should have positive expectations for students. Positive expectation refers to an expectation based on students' practical ability and at the same time looking at students from a developmental perspective. Teachers' positive expectations of students will make teachers treat students with a positive attitude, thus making students full of confidence in themselves, dare to challenge difficulties, gain more opportunities to experience success and enhance their sense of self-efficacy. Teachers' negative expectations of students will make teachers treat students with a negative attitude, make students easy to be pessimistic, lose many opportunities to experience success and develop their abilities, and reduce their sense of self-efficacy.
Ten, example demonstration to encourage students.
Stimulating students with role models is a common method to improve students' sense of self-efficacy. People who become role models can be characters in literary works or in real life, and role models in real life often have a greater incentive effect. Especially the different experiences of other students who are similar to a certain student's level are particularly convincing to that student. In the process of education, teachers should introduce role models in a timely and regular manner, place certain expectations on learners, help them learn to compare positively with role models, and thus improve their sense of self-efficacy.
There are many ways and methods to effectively cultivate and improve middle school students' sense of self-efficacy, all of which are aimed at enabling students to build up self-confidence in their actions, face future challenges hopefully, and finally succeed.