浅析初中生在生物学学习中学习效能感的培养

A Preliminary Analysis of the Cultivation of Learning Efficacy among Junior High School Students in Biology Learning

摘要: 初中生物学科学习效能感作为社会认知理论框架下的关键性调节变量，对学科素养的生成与内化具有显著的预测效度。针对初中学生生物学学习中普遍存在的“低效能感”与“畏难情绪”问题进行深入剖析。在STREAM教育背景下依据Bandura自我效能理论、韦纳归因理论，提出一系列探究学习效能感的培养策略，包括阶梯式任务设计、替代性经验植入、家校社齐力、正确使用归因理论等，旨在提升学生生物学学习的认知自信和能动性学习行为。同时为破译“低效学习”困境提供心理学教学视角的干预路径，助力教学从“知识传递”转向“能力建构”。

Abstract: As a key moderating variable within the framework of social cognitive theory, the learning efficacy of middle school biology has significant predictive validity for the generation and internalization of subject literacy. In depth analysis of the common problems of “low efficiency” and “fear of difficulty” in biology learning among junior high school students. Based on Bandura’s self-efficacy theory and Weiner’s attribution theory, a series of coping strategies are proposed, including tiered task design, alternative experience implantation, home school community collaboration, and correct use of attribution theory, aiming to enhance students’ cognitive confidence and proactive learning behavior in biology learning. At the same time, it provides an intervention path from a psychological teaching perspective to decipher the dilemma of “inefficient learning”, helping teaching shift from “knowledge transmission” to “ability construction”.