The Influence Mechanism Of Teachers' Expectation On The Self-concepts Of Middle School "Students With Learning Difficulties"

The Education goals of inclusive,Fair and lifelong Learning for all set forth in the 2030 Framework for Action require that every citizen be given an opportunity for equitable development.The pursuit of education equity is the booster to promote the progress of education.The country has promoted the realization of education equity through the promulgation of various laws,regulations and educational reforms,but from the micro level,The problem of teaching fairness has not been solved well.The problem of "students with learning difficulties" is an unfair phenomenon in teaching at the micro level.Their existence not only limits the development of students themselves,but also affects the formation of democratic teacher-student relationship,the improvement of teaching quality,the construction of harmonious campus and so on.To some extent,it restricts the social stability.Therefore,in order to achieve better education equity,the problem of "students with learning difficulties" needs to be solved.The neglect of the phenomenon of "students with learning difficulties" by educators is one of the important reasons why this problem cannot be effectively solved for a long time.In this paper,from the four research fields of class sociology,we select the teachers in the teaching leadership position as the research object,and use the literature research method and the case study method synthetically.By studying the influence of teachers' differential behavior on the learning motivation and learning behavior of students with learning difficulties,this paper explores the role of teachers' expectation in the self-concept construction of students with learning difficulties,and clarifies the negative teachers.The negative influence of expectation on students,the author advocates the construction of active teachers' expectation view,and then puts forward the effective strategy of transforming "students with learning difficulties".From the perspective of the theory of teacher expectation in the sociology of education,this paper takes the solution of the problem of "students with learning difficulties" through teachers' education view,teaching value,teaching subject,teacher-student relationship,teaching organization form,teaching atmosphere,etc.Teaching management and evaluation.From the point of view of teacher education,teachers should establish positive expectation view of education for all students,rationally position their roles,and correctly treat the problem of "students with learning difficulties".From the point of view of teaching value orientation and teaching subject,teachers should respect students' individual consciousness,respect students' status of teaching value subject,effectively debug the value conflict in education and teaching,actively implement inclusive education,and let every student.It can be used as the main body of education and actively participate in classroom interaction.From the relationship between teachers and students," learning difficulties " has always played the role of " superfluous people " in education,and they lack the care and attention from teachers for a long time.To this end,we can learn from the care and expectation of teachers,reduce the conflict psychology of students to teachers,and enhance the students ' parents.From the teaching organization form and teaching atmosphere,teachers should help students create a common vision,promote the formation of class cooperation atmosphere,and use harmonious class atmosphere and fill Other cultural groups full of love for infection and warm "learning difficulties." From the point of view of teaching management and evaluation,teachers should pay attention to the adjustment of teaching evaluation standards,attach importance to the long-term effect of teaching evaluation,promote the innovation of teaching evaluation,and make students jump out of the "score vortex".Every student can obtain the maximum potential development in the limited educational resources,finally promote the realization of classroom teaching equity,speed up the process of quality education.