發(fā)布時(shí)間：2018-01-02 21:10

  本文關(guān)鍵詞：論中學(xué)生歷史學(xué)習(xí)中自我效能感的培養(yǎng)　出處：《山東師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 歷史教學(xué) 自我效能感 激發(fā) 培養(yǎng)

【摘要】：自我效能感是班杜拉在20世紀(jì)70年代提出的一個(gè)心理學(xué)概念,它指個(gè)體對自己某方面能力的直覺和信念,是個(gè)體發(fā)揮主觀能動性的重要條件。自我效能感自提出之日起,就和教育教學(xué)相結(jié)合,成為國內(nèi)外教學(xué)研究的一個(gè)熱點(diǎn)。現(xiàn)代社會的快速變革及其對公民素質(zhì)的高要求,新課程改革的深入推行和網(wǎng)絡(luò)信息科技的發(fā)展引發(fā)的教學(xué)方式的改變等,都強(qiáng)調(diào)發(fā)揮人的主觀能動性,要求建立積極的自我效能感。本文以歷史學(xué)習(xí)中自我效能感的培養(yǎng)為切入點(diǎn),并結(jié)合歷史教學(xué)的實(shí)際,對歷史學(xué)習(xí)中自我效能感培養(yǎng)的意義、自我效能感的來源以及自我效能感培養(yǎng)的具體途徑等方面進(jìn)行了研究。本文除緒論外,主要由三部分構(gòu)成:第一部分,理論闡釋,解釋了自我效能感的內(nèi)涵和外延,梳理了國內(nèi)自我效能感的研究現(xiàn)狀,探討自我效能感對歷史學(xué)習(xí)的重要意義。自我效能感是個(gè)體對自己某方面能力的直覺和信念,它是個(gè)體對自身能力的一種主觀評價(jià)�，F(xiàn)代社會的變革,終身學(xué)習(xí)型社會的逐步形成,要求發(fā)揮人的主觀能動性,建立積極的自我效能感。另一方面,新課程改革的進(jìn)一步推行,教育教學(xué)方式的變革,也重視發(fā)揮學(xué)生的主觀能動性,讓學(xué)生積極主動地參與學(xué)習(xí)。第二部分,分析了歷史學(xué)習(xí)中自我效能感的來源,主要有五個(gè),即歷史學(xué)習(xí)的成敗經(jīng)驗(yàn)、替代性經(jīng)驗(yàn)、他人的評價(jià)、言語說服、生理與情緒喚醒狀態(tài)。學(xué)生歷史學(xué)習(xí)的成敗經(jīng)驗(yàn)是自我效能感最穩(wěn)定和最重要的來源,對自我效能感的培養(yǎng)有重要作用。歷史學(xué)習(xí)中的替代性經(jīng)驗(yàn)包括兩部分,學(xué)生學(xué)習(xí)生活的榜樣和歷史人物中的榜樣,這些榜樣有利于改善學(xué)生的自我認(rèn)知。他人評價(jià)和言語說服也是學(xué)生自我效能感的重要來源,可以增強(qiáng)學(xué)生學(xué)習(xí)的自信心。生理和情緒喚醒狀態(tài)也是自我效能感的來源,樂觀的情緒和心理狀態(tài)可以讓學(xué)生積極主動參與歷史學(xué)習(xí),從學(xué)習(xí)中獲得快樂。第三部分,闡述培養(yǎng)歷史學(xué)習(xí)自我效能感的具體途徑。首先,改善學(xué)生的自我認(rèn)知,使其形成正確的自我概念。教師要對學(xué)生的表現(xiàn)作出恰當(dāng)?shù)姆答?積極樹立榜樣來改善學(xué)生的自我認(rèn)知。其次,教師重視學(xué)生歷史學(xué)習(xí)能力和學(xué)習(xí)情感的培養(yǎng),培養(yǎng)學(xué)生的學(xué)習(xí)能力可以提高其歷史學(xué)習(xí)成績,培養(yǎng)歷史學(xué)習(xí)情感可以讓學(xué)生在學(xué)習(xí)中得到快樂,這兩者都能增強(qiáng)學(xué)生的學(xué)習(xí)動力。第三,教師采用多元化的評價(jià)方式,建立全面多元的評價(jià)體系,關(guān)注學(xué)生歷史學(xué)習(xí)的全過程,發(fā)揮評價(jià)激勵(lì)和促進(jìn)學(xué)生發(fā)展的功能。第四,教師要幫助學(xué)生正確的歸因,通過歸因來培養(yǎng)學(xué)生的自我效能感。最后,教師要組織開展豐富多彩的活動,讓學(xué)生在實(shí)踐活動中感受到歷史學(xué)習(xí)的快樂,增強(qiáng)其學(xué)習(xí)的自我效能感。
[Abstract]:Self-efficacy is a psychological concept put forward by Bandura in 1970s. It refers to an individual's intuition and belief in one's own ability. Self-efficacy has been combined with education and teaching since it was put forward. It has become a hot spot in teaching research at home and abroad. The rapid changes in modern society and its high requirements for the quality of citizens, the further implementation of the new curriculum reform and the development of network information technology have led to the change of teaching methods. Both emphasize the exertion of man's subjective initiative and require the establishment of a positive sense of self-efficacy. This paper takes the cultivation of self-efficacy in history learning as the starting point and combines the reality of history teaching. This paper studies the significance of self-efficacy in history learning, the source of self-efficacy and the specific ways to cultivate self-efficacy. Besides the introduction, this paper mainly consists of three parts: the first part. The theoretical explanation explains the connotation and extension of self-efficacy and combs the research status of self-efficacy in China. This paper discusses the significance of self-efficacy to the study of history. Self-efficacy is an individual's intuition and belief in one's own ability, it is a subjective evaluation of one's own ability, and the transformation of modern society. With the gradual formation of lifelong learning society, it is necessary to give full play to people's subjective initiative and establish a positive sense of self-efficacy. On the other hand, the further implementation of the new curriculum reform and the reform of education and teaching methods. The second part analyzes the sources of self-efficacy in history learning, there are five, namely, the success or failure of history learning experience. Alternative experience, evaluation of others, speech persuasion, physiological and emotional arousal state. Success or failure experience of students' history learning is the most stable and important source of self-efficacy. It plays an important role in the cultivation of self-efficacy. The alternative experience in history learning consists of two parts: the role of students in learning life and the role models in historical figures. These role models are helpful to improve students' self-cognition. Others' evaluation and speech persuasion are also important sources of students' self-efficacy. Physical and emotional arousal state is also the source of self-efficacy, optimistic mood and psychological state can enable students to actively participate in history learning. The third part expounds the specific ways to cultivate the sense of self-efficacy in historical learning. First of all, improve the students' self-cognition. Teachers should make appropriate feedback on students' performance and set an example to improve students' self-cognition. Secondly, teachers should pay attention to the cultivation of students' history learning ability and learning emotion. Cultivating students' learning ability can improve their history learning achievement, and cultivating history learning emotion can make students happy in their study, both of which can enhance students' learning motivation. Third. Teachers adopt diversified evaluation methods, establish a comprehensive and pluralistic evaluation system, pay attention to the whole process of students' history learning, and give play to the function of evaluation, encouragement and promotion of students' development. 4th. Teachers should help students to correctly attribution, through attribution to cultivate students' sense of self-efficacy. Finally, teachers should organize and carry out rich and colorful activities so that students can feel the joy of learning history in practical activities. Enhance their sense of self-efficacy in learning.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.51

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