共查询到19条相似文献，搜索用时 484 毫秒
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本文对大学生化学学习自我效能感进行了调查,并探讨不同性别和化学成绩的大学生在化学学习自我效能感上的差异以及化学学习自我效能感与化学成绩之间的关系,根据研究结果以及化学特点提出一些在化学教学课堂中培养高自我效能感的教学建议。 相似文献
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借鉴和优化国内外学生感知教师支持行为和自我效能感问卷，调查259名高中生感知教师支持行为和自我效能感的现状、性别和年级的差异以及与化学成绩的关系。结果发现：（1）教师支持行为处于中等水平，自我效能感处于较高水平；（2）教师支持行为不存在显著的性别和年级差异，而自我效能感存在年级差异；（3）教师支持行为、自我效能感和化学成绩之间均呈现显著相关；（4）自我效能感在教师支持行为和化学成绩间有部分中介作用。 相似文献
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自我效能感是个体对自己行为能力的主观推断,是教育界的一个关键理念。作者概述了班杜拉自我效能感的理论,分析化学课堂教学与自我效能感之间的相互关系,并结合教学实际,有针对性地提出了在化学课堂上培养学生自我效能感的有效途径,以更好地指导化学教学。 相似文献
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学习自我效能感是影响学生学习成绩的重要因素。工程化学学习自我效能感是学习自我效能感理论在工程化学学习领域中的具体表现,是学生个体对自己能否在一定水平上完成工程化学学习所具有能力的判断或自信程度的评价。本文在阐明工程化学教学基本原则的基础上,讨论了教师如何在教学过程中有意培养和提升学生的学习自我效能感,以达到良好的教学效果。 相似文献
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当前,高中生化学学习的自我效能感普遍较低。基于增强自我效能感对学业成绩的重要作用,本文主要探讨了中学生自我效能感的培养途径,从而提高化学课堂教学的有效性。 相似文献
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化学学习的自我效能感是影响学生化学学习的关键因素,问题教学是化学新课程倡导的教学方式,本文就高中化学新课程问题教学中如何提高学生化学学习自我效能感加以阐述。 相似文献
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本文主要论述了自我效能感的涵义，影响自我效能感的因素及培养自我效能感的途径，并具体分析了如何培养差生的自我效能感。 相似文献
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付志崇 《试题与研究：高中理科综合》2020,(6):0194-0194
学习兴趣是学生自主学习并取得较好学习效果的 内在推动力,教师应采取有效措施提高学生学习化学的兴趣。创设情景、改变教学方式、多样化开展实验教学、提高学生自我 效能感等策略可提高学生学习化学的主动性和积极性,能显著提升学习效果,有效培养学生学习化学的兴趣。 相似文献
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试论自我效能感对学生学业成就的影响 总被引：8，自引：0，他引：8
自我效能感是班杜拉自我效能理论的核心概念，是个体关于自己能力的知觉与判断，它对学生的学习产生重要的影响作用。本文介绍了自我效能感的概念、形成及作用，探讨了自我效能感对学生学业成就的影响，并在此基础上提出了提高学生自我效能感的具体方法。 相似文献
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Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education 
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下载免费PDF全文 Rebecca E. Gibbons Sachel M. Villafañe Marilyne Stains Kristen L. Murphy Jeffrey R. Raker 《科学教学研究杂志》2018,55(8):1111-1133
While research on and development of evidence‐based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher‐centered systemic reform model as a framework, we explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self‐efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self‐report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation‐based studies of chemistry faculty. Significant differences are found on teacher thinking and self‐efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform. 相似文献
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The purpose of the present study was to test a model explaining self‐efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self‐regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self‐efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self‐regulation, supporting the proposed model. That is, students with high levels of task value tended to use more learning strategies which promoted the use of regulatory strategies. In turn, these students may decrease their chemistry anxiety, leading to an increase in chemistry self‐efficacy indirectly. 相似文献
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A model of expertise in chemistry problem solving was tested on undergraduate science majors enrolled in a chemistry course. The model was based on Anderson's Adaptive Control of Thought‐Rational (ACT‐R) theory. The model shows how conceptualization, self‐efficacy, and strategy interact and contribute to the successful solution of quantitative, well‐defined chemistry problems in the areas of stoichiometry, thermochemistry, and properties of solutions. A statistical path analysis and students' explanations supported the model and indicated that the students' problem conceptualization and chemistry self‐efficacy influenced their strategy use, which, in turn, strongly influenced their problem‐solving success. The implication of these findings for future research and developing students' expertise in chemistry problem solving is that a strategy is advantageous when it is built on a foundation of conceptual knowledge and chemistry self‐efficacy. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1070–1089, 2009 相似文献
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化学实验教学的绿色化改革与实践 总被引：12，自引：0，他引：12
积极开展绿色化学实验研究，并推进化学实验教学的绿色化，是可持续发展的必要选择。探讨了在化学实验教学中实施绿色化学实验教学的重要性和必要性，介绍了开展绿色化学实验教学的尝试。通过开展微型化学实验、串联实验以及试剂的回收利用、对一些合成实验进行改进、妥善处理实验产生的“三废”等途径实现化学实验绿色化的目标。 相似文献
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David W. Chan 《教育心理学》2008,28(7):735-746
This study assessed perceptions of self‐efficacy and successful intelligence among 220 Chinese prospective and in‐service secondary school teachers in Hong Kong. Teacher self‐efficacy in six domains – teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning – was related to the three triarchic dimensions (analytical, creative, and practical) of successful intelligence. Each of the three triarchic abilities was found to contribute independently and in combination to the prediction of the six domains of teacher self‐efficacy. Practical abilities were the most significant predictor of self‐efficacy beliefs in five domains. Teaching teachers for successful intelligence, in strategies to enhance teacher self‐efficacy, is discussed. 相似文献
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Jeffrey G. Bailey 《高等教育研究与发展》1999,18(3):343-359
The study focused on academic staff in a post‐1987 university, that is, a former college of advanced education which had been awarded university status as a result of the Australian Government's decision to have a Unified National System of universities. The focus of attention was motivation and self‐efficacy for teaching and research. The effect of faculty of affiliation, level of appointment, gender, qualifications, and research productivity on staff's self‐reported attributions for teaching and research were examined. Tutors, staff with bachelor degrees, academics with low research productivity, and women had higher teaching motivation. One faculty was lower in both research motivation and self‐efficacy, and associate professors and professors had high levels of research efficacy. Men and women had the same level of research motivation and self‐efficacy. Staff with higher degrees and greater research productivity were more motivated and self‐efficacious about research. The results suggest the need to understand more clearly how each individual's research motivation and self‐efficacy is constructed and to determine the best method of increasing motivation and self‐efficacy for teaching and research. 相似文献
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讨论了药学专业基础化学实验教学存在的问题。通过我院几年基础化学实验教学改革与实践,我们认为要重组化学实验教学内容,革新实验教学手段,建立科学的化学实验考核评价体系,优化实验室管理,开放化学实验室,提高实践教学质量和教学效率,培养学生科学素养和创新能力。并对今后基础化学实验教学提出建议。 相似文献
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Michael J. Dunkin 《高等教育研究与发展》1995,14(1):21-33
After a discussion of the importance and the status of knowledge about teaching in higher education, the author describes a research program at the University of Sydney involving the study of concepts of teaching effectiveness, self‐efficacy regarding teaching, and the criteria for self‐evaluation as teachers of two groups of novice lecturers, and compares them with a group of award‐winning, expert lecturers. Differences were found in the extent of the repertoire of concepts of teaching effectiveness, in self‐efficacy regarding teaching and in the criteria used in self‐evaluating teaching. The findings are discussed as evidence of lessons to be learnt in achieving excellence in teaching. 相似文献