在研究学习者为中心的教学方法作为一个媒介,促进高中学生学业自我效能感,我发现三个感兴趣的领域直接相关的积极改变学生的认知个人学术目标导向的行为。这些是:(1)培养教学设计(Alfassi,2003;贵族&欧文,2003),(2)教师教育在根据每个学生的需求的学习体验(麦康姆& Quiat,2000)和(3)一个积极的课堂环境,促进适应成就和动机(Nelson & DeBacker,2008;贵族和欧文,2004)。重要的是要注意,这些感兴趣的三个点的上下文中应该查看马尔科姆·诺尔斯”(1980)Androgogy理论,提出培养学生自主学习的关键健康从青春期过渡到成年期(梅里厄姆,1993年)。同时,这个模型是用来评估积极参与者学术自我效能的变化取决于自我评定模型的影响他们的学术活动、学术和学术推理技能的关系。
In researching methods of learner centered instruction as a vehicle for promoting academic self-efficacy in high school students, I found three areas of interest that correlate directly to positive changes in students’ perceptions of personal academic goal directed behavior. These are: (1) nurturing instructional design (Alfassi, 2003; Gentry & Owen, 2004), (2) teacher education in tailoring learning experiences to the needs of each student (McCombs & Quiat, 2000) and (3) a positive classroom environment that promotes adaptive achievement and motivation (Nelson & DeBacker, 2008; Gentry & Owen, 2004). It is important to note that these three points of interest should to be viewed within the context of Malcolm Knowles’ (1980) Theory of Androgogy, which posits the fostering of student self-directed learning as a key to healthy transition from adolescence to adulthood (Merriam, 1993) for this study. Also, this model is used to assess positive changes in participants academic self-efficacy as determined by self-reports on the model’s effects on their academic activities, academic relationships and academic reasoning skills.