The Related Research And Development Characteristics Of Mongolian And Han Middle School Students Academic Emotions And The Relationship Between Teachers And Students And Academic Achievement

Non intelligence factors and Academic Emotion and teaching interaction,it on the students learning process and learning achievements have a direct influence, at the same time, it will affect the relationship between teachers and students indirectly, it has an important effect on thestudents physical a nd mental growth and development. In this study,three complete middle sc hool, Kanawha District, Bayannaoer City, Inner Mongolia two high school, a high school, a random sample of the questionnaire and interview surveyof 1300 middle school students, and then respectively in 15 junior middle school students and 15 senior high school students through interviews furt her. Through empirical research, draw the following conclusions:(1)Secondary school students positive academic emotions and less than high school girls, negative academic emotions more boys than girls.(2)In the positive emotion score, Mongolia nationality middle school student sless than Han students, while negative emotions more than Han students.At the same time, the positive emotion teaching in Mongolian middle school students in Chinese teaching of middle school students to be less than, but n egative emotions more than teaching in Chinese middle school students.(3) Agricultural registered permanent residence students positive emotiontha n non agricultural registered permanent residence students, negative emotion s than non agricultural registered permanent residence of middle school stud ents. And family economic conditions and better studentsmore positive emoti ons, negative emotions less. The non only childnegative academic emotion s than the only child students.(4) The helpless, shame emotion factor negatively predicted academic achiev ement, happy, satisfied and angry emotion factor positively predictacademic a chievement.(5) The conflict of teacher-student relationship negatively predictedacademic achievement, intimacy and satisfaction positively predictacademic achieveme nt.(6) Positive high arousal, negative high arousal and negative low arousalem otions between teacher-student relationship and grades have played a part in termediary role.