The Influence Of Middle School Students' Sense Of Power On Their Classroom Participation

With the further development of the new curriculum reform,people are more concerned about education in the school classroom,and the requirements for all aspects of education are also improving.Because of the influence of the examination system and the college entrance examination system,people pay more attention to the classroom education of middle school students.In addition to the evaluation of education quality of middle school students,it is also an important index to measure classroom participation in middle school students’ learning process.This study in the class participation of relevant literature at home and abroad were reviewed on the basis of combing,adopts the method of random sampling,selecting the power scale,students class participation questionnaire,perceived teacher expectations questionnaire and middle school students’ achievement goal orientation scale based on a questionnaire survey of the 491 high school students in Jining city,the purpose lies in the relationship between the relevant variables to the four questionnaire research and discussion,especially for the teachers’ expectation and perception middle school students’ achievement goal orientation,as a middle school student power multiple mediation variables affect the class participation mechanism research and discussion.Through the analysis of the results of questionnaire data,it is found that :(1)the sense of power of middle school students is positively correlated with classroom participation,which indicates that the higher the level of power sense of middle school students,the higher the level of classroom participation.(2)there is a significant positive correlation between the sense of power of middle school students and perceived teachers’ expectations,which indicates that the students will still be influenced and controlled by teachers to some extent in some aspects.(3)students’ perceived teacher expectation is positively correlated with classroom participation,which indicates that students’ classroom participation is affected by the perceived teacher’s expectation.The higher the students’ perceived expectations,the higher the degree of trust and affection of the students,and therefore more active participation in the classroom.(4)perceived teacher expectancy and master the approach motivation orientation between middle school students’ sense of power and class participation,chain multiple intermediary role,which suggests that middle school students’ power of class participation influence not only affected by the perceived teacher expectancy,are also associated with mastery approach motivation orientation of middle school students.In this paper,from a deeper level of mining on the various factors that affect middle school students’ classroom participation,is to renew education teaching practice process,hope can forthe teachers to learn more about middle school students psychological and rich education practice has certain help.