Research On The Relationship Between Teacher's Feedback And Students' Perceived Academic Self-efficacy

The phrase “pro-teachers and believe in the Tao” tells the importance of teachers to students' learning.Only when teachers and students establish a good teacher-student relationship,can students participate more actively in the classroom teaching of teachers,and complete the tasks arranged by the teacher actively.The establishment of a good teacher-student relationship requires both the teacher's care for the students after class and the teacher's interaction with the students in the classroom.The question answer ing in the classroom is an important form of teacher-student interaction.Teachers can know about the students' learning status by asking questions in the classroom,and solve the students' confusion through the answer.But the teacher's answering process is not only a process of imparting knowledge to the students,the language and methods used by the teachers in the answering process will generate subtle influence to students.Students can establish self-awareness from the obtained teachers' evaluation of themselves,thus affecting the formation and maintenance of students' Perceived Self-efficacy in the follow-up learning.Based on this and the basis o f existing research,the author decides to explore the relationship between Teachers' Evaluating Behavior and students' Perceived Self-efficacy,and analyze the present situation of them by using literature method,questionnaire survey,classroom observation and after-school interviews.And proposed some suggestions for the teachers' evaluating based on the analysis results.On the basis of the existing research,the questionnaires of teacher's feedback and students' self-efficacy were compiled,and questionnaires were used to conduct questionnaire surveys on the two middle schools in Anshun,Guizhou.The questionnaires were analyzed and the following results were obtained:(1)The teachers mainly use encourage and guidance to response the students' answering,and there is no significant correlation between the teachers' evaluating behavior and the student's gender and grade.However,the teacher tends to give incentive-oriented responses to students who have better grades and are from the city;(2)Teachers' indifference-based evaluating behaviors have a significant correlation with students' sense of self-efficacy and self-confidence,and teachers tend to be more indifferent to the students who have poor grades or from rural areas;(3)There is a serious polarization in students' good learning outcomes and objective-achievement.In general,students with good academic performance,not serving as class cadres and students in the second grade have higher scores compared with the students who has poor scores,serving as class cadres or from other grades;(4)The relationship between teachers' incentive-oriented answers and diagnostic answers and good learning of students faith,objective-achievement,genius,positive self-expectation,and self-confidence shows a significant positive correlation.If teachers use positive methods such as motivatio n and patient guidance in the classroom,then students' perceived self-efficacy can also be improved.On the contrary,criticism,disregard and other indifference styles will reduce students' perceived self-efficacy and have a negative impact on students' learning.Based on the analysis of the questionnaire results and the analysis of classroom case observations and after-school interviews,this study proposes the following suggestions: Teachers should mainly give students positive feedbacks to guide or expand students' thinking,and stimulate students' enthusiasm,so that students can gradually enhance their sense of perceived academic self-efficacy in successful learning experience;When teachers give students verbal feedbacks,they should pay attention to the speech of feedbacks.They can diversify the criteria of physical feedbacks and help students improve their self-evaluation ability.At the same time,teachers should pay attention to the non-verbal feedbacks in the process of teaching,and properly use non-verbal strategies to reach the aims of their teaching.Teachers' feedbacks can not only transfer basic knowledge and skills to students,but also can influence students' learning.Therefore,teachers must pay attention to the ir feedbacks in class,and encourage,guide students in the process of teaching,so as to promote students' learning.