自我效能理论由美国著名心理学家班杜拉提出，是个体对实施行动以达成特定目标的能力信念，在教育情境中具有至关重要的应用价值。良好的学业自我效能可以提高学生的学习目标定向和学业抱负，培养坚持性和意志力，缓解学业压力和焦虑情绪，促进终身学习能力和认知水平的发展。提高学生自我效能的最佳途径，就是让他们以主体的身份参与实践活动。在音乐教育领域，“学科综合”不仅是音乐课程和艺术实践的重要理念，也是教学改革与研究的热点。本研究立足自我效能理论体系，聚焦初中学段，从真实问题出发，以实践活动为载体建立音乐与其他学科的联系，开展教学实验与论证，提出适用于初中生音乐自我效能发展的跨学科综合教学方案。

本文共四章。第一章采用问卷调查法和半结构化访谈法,了解初中生音乐自我效能水平的现状，以及初中音乐跨学科教学的实际情况，分析当前音乐教学存在的问题及原因。第二章选取姊妹艺术学科舞蹈、戏剧以及人文学科地理作为融合学科代表，依据音乐学科特点和教学问题分析，设计并实施三次音乐跨学科综合活动。第三章编制初中生音乐自我效能量表，学生在三次活动开始前和结束后参与测量，利用SPSS软件统计并分析结果数据，结合过程性评价比较学生音乐自我效能的变化。第四章从教材编写、课程建设、课堂教学三个方面提出初中音乐跨学科综合教学建议。为一线音乐教师提供教学参考案例的同时，促进自我效能理论体系在音乐教育领域的丰富和完善。

Self-efficacy theory, put forward by the famous American psychologist Bandura, is the individual' s belief in the ability to implement actions to achieve specific goals, which has important application value in the educational context. Good academic self-efficacy can improve students' learning goal orientation and academic ambition, cultivate persistence and willpower, alleviate academic stress and anxiety, and promote the development of lifelong learning ability and cognitive level. The best way to improve students’ self-efficacy is to let them participate in practical activities as subjects. In the field of music education, ' interdisciplinary comprehensive ' is not only an important concept of music curriculum and art practice, but also a hot spot of teaching reform and research. Based on the theoretical system of self-efficacy, this study focuses on the junior high school section, starting from the real problem, taking practical activities as the carrier to establish the connection between music and other disciplines, then carries out teaching experiments and demonstrations, and puts forward an interdisciplinary comprehensive teaching plan suitable for the development of junior high school students' music self-efficacy.

The thesis consists of four chapters. The first chapter uses the questionnaire survey method and semi-structured interview method to understand the current situation of junior high school students ' music self-efficacy level, as well as the actual situation of junior high school music interdisciplinary teaching, and analyzes the problems and causes of current music teaching. The second chapter selects sister art disciplines dance, drama and humanities geography as representatives of fusion discipline, according to the characteristics of music discipline and the analysis of teaching problems, design and implement three music interdisciplinary comprehensive activities. The third chapter compiles the music self-efficacy scale for junior high school students. Students participate in the measurement before and after the three activities. SPSS software is used to statistics and analyze the resulting data, then compare the changes of students' music self-efficacy combining process evaluation. The fourth chapter puts forward the proposals for interdisciplinary comprehensive teaching of music in junior high school from three aspects: the textbook compilation, curriculum construction, and classroom teaching. While providing teaching reference cases for front-line music teachers, it promotes the enrichment and improvement of self-efficacy theory system in the field of music education.