Study On The Relationship Between Perceived Teacher Expectations And Academic Achievement In The Student-oriented Class

With the reform of basic education carried out for more than 10 years,a lot of basic requirements educating people oriented have emerged in the field of basic education and the education pattern is student-centered,giving full play to students'initiative and promoting them to grow well.The "student-centered class" is a mature teaching mode that fosters students' ability to self-study,display,communication,inquiry and summarization as the guide.It can make the teaching model more mature to take advantage of the important emotional factors of "teachers' expectations" as well as the external environment for students' learning and development.In face of the increasingly flexible college entrance examination,the author hopes that teachers can effectively use the positive expectations of students in the classroom to influence students' academic performance.Therefore,on the basis of reference to the literature on the influence of teachers' expectations and achievements at home and abroad,combined with the relevant theories of pedagogy and psychology,using literature,questionnaire survey and interview method,the research investigate pertinence between students'perceived teacher expectations and the performance from different aspects and targets teaching suggestions.This study is mainly focused on questionnaires,and randomly selects senior high students in a school with assisting in interview,involving the survey about the variance analysis that students from different backgrounds perceive teacher expectations,the correlation analysis between different teaching dimensions and teaching processes in different teaching links and the correlation analysis between different teaching dimensions and achievements.The following specific research conclusions are obtained:First,students perceive teacher expectations without significant differences due to different backgrounds.Second,students perceive a significant correlation between teacher expectations and grades.Third,in the analysis session,students perceive the highest expectations of teacher expectations and performance.Fourth,students perceive teachers' expectations to be the most relevant to academic achievement at the academic level.Fifth,students perceive teacher expectations lowest at the level of competence,but the ability level is significantly more relevant to performance.According to the conclusions of the research,combined with the needs of student development,the following teaching suggestions are proposed:First,give students forward direction and positive teacher expectations.Second,strengthen the expectation of teacher-student exchange since the learner-centered class pay more attention to exchange different from the traditional class.Third,different teaching sessions give students different expectations in the teaching level.Fourth,give more expectations for the ability level of students.