乡村小学英语教学中学生自我效能感的构建路径探讨

Construction Path of Students’ Self-Efficacy in English Teaching of Rural Primary Schools

摘要: 城乡教育均衡发展政策出台之后，乡村小学英语教学质量得以提升，这成了教育公平的首要议题。而学生自我效能感在乡村英语教学当中表现得尤为明显，具有“低起点、快分化、难延续”的特点。本文按照班杜拉的社会学习理论，联系乡村教育场域的特别之处，从教学环境再造、教师能力转化、评价体系更新这三个角度入手，塑造乡村小学生英语自我效能感的培育框架。通过“小成绩堆积”教学法、数字化资源下沉、乡土文化融入等办法，乡村学生英语学习中存在的“习得性无能”的情况得以解决，从而给城乡教育质量均衡赋予了路径。

Abstract: Against the background of balanced urban and rural education policies, improving the quality of English teaching in rural primary schools has become an important issue of educational equality. Self-efficacy, as a key psychological element impacting learning behavior, bears the features of “low starting level, fast differentiation and poor longevity” in rural English teaching. The present study is based on Bandura’s social learning theory and according to the special situation of rural education field, we create a training framework of rural primary school students’ English self-efficacy with three aspects: reconstructing the teaching environment, promoting the transformation of teachers’ ability and improving the evaluation system. We find that the “micro-achievement Accumulation” Teaching Method strategy, digital resource sinking strategy, and local culture embedding strategy can effectively solve the dilemma of “learned helplessness” in rural students’ English learning and provide practical solutions for achieving equilibrium in the quality of urban and rural education.