譯文（字?jǐn)?shù) 2285）

初中學(xué)生的自我效能感和信息教育學(xué)習(xí)經(jīng)驗(yàn)的研究

Jun Moriyama 

摘要 該研究的目的是明確初中學(xué)生自我效能感和信息教育的學(xué)習(xí)經(jīng)驗(yàn)的關(guān)系。在該研究中兩項(xiàng)調(diào)查已經(jīng)被實(shí)施過(guò)。第一個(gè)調(diào)查的目的是把握學(xué)生信息教育的學(xué)習(xí)經(jīng)驗(yàn)的成效體驗(yàn)的現(xiàn)狀特征。另外第二個(gè)調(diào)查目的是去澄清學(xué)生自我效能感和在信息教育中提升的信息利用能力之間的關(guān)系。“你認(rèn)為什么類(lèi)型的學(xué)習(xí)經(jīng)驗(yàn)在你的生活中是有用的？”作為第一個(gè)調(diào)查的問(wèn)題被用于對(duì)426名初中生的調(diào)查。結(jié)果是：幾乎一半的學(xué)生都對(duì)“信息與計(jì)算機(jī)”課程上獲得的計(jì)算機(jī)操作技巧感到有效的。這也表明了對(duì)互聯(lián)網(wǎng)的利用能提升當(dāng)前日常生活中的成效感。自我效能和信息利用能力的關(guān)系作為第二次調(diào)查已對(duì)544名初中生（的調(diào)查）用回歸分析來(lái)檢查。結(jié)果顯示，信息利用能力是被自我效能感中的“能力的社會(huì)地位”和“對(duì)活動(dòng)的積極態(tài)度”的自我評(píng)價(jià)所影響。此外，自我效能也受到信息利用能力中的“處理信息的能力”和“信息創(chuàng)造能力”的影響。這些調(diào)查表明，這兩個(gè)因素之間是相互促進(jìn)，漸進(jìn)循環(huán)的。根據(jù)這些結(jié)果研究者等也提出了一些對(duì)改進(jìn)信息教育的課堂活動(dòng)的建議

外文原文（字符數(shù) 10863）

作者：Jun Moriyama 

書(shū)名：Self-efficacy and learning experience of education: in case of junior high school

外文數(shù)據(jù)庫(kù)名：Springer

Abstract  The purpose of this study is to make clear the relationships between student's self-efficacy and  learning experience of information education in case of junior high school. Two investigations were implemented in this study. The aim of first investigation was to grasp the present status of students'feeling of effectiveness of their learning experience in information education. Also, the aim of second investigation was to verify the relationships between students’ self-efficacy and the abilities for information utilizing that promoted in information education. The first investigation with a question:"What kind of a learning experience do you feel is useful in your life?" was conducted on 426 junior high school students. As a result,almost half of the students feel effectiveness of gaining computer-operating skills in"Information and Computer"class. Also, it is suggested that utilization of Internet could promote the feeling of effectiveness in current daily lives. In second investigation, the relationship between self-efficacy and abilities for information utilizing was examined by using multi-regression analysis on 544 junior high school students. As a result, abilities for information utilizing were affected from self-evaluation of"social position of abilities"and"positive attitude to activities"in self-efficacy. Also, self-efficacy was affected from"processing ability of information"and "creation ability of information"in abilities for information utilizing. By the results of these investigations, it is suggested that these two factors are formed as a gradual cycle which promote each other. From these results, some suggestions for improvement of classroom activities in information education were proposed .