Middle And High Grade Pupils Perceive The Influence Of Teacher Support On Learning Input

Objective:With the continuous progress of society and rapid economic development,talents have become an indispensable resource in today's society.Education is an important way to cultivate talents.School education has gradually become the focus of attention in recent years.In order to further understand the relationship between student's learning input and student teachers' perceptual support,this research will conduct related research and discussion on the two.The test was conducted by 500 primary and middle school students in the city.It provides a direction for teachers to better teach,and also provides a basis for subsequent research.Results::(1)students felt that teachers had no significant differences in their grades,students' origins,boyfriends,and whether they were only children.(2)There is no significant difference in the overall academic sentiment of primary and middle school students in their different grades,towns or villages,birthplaces,genders of men and women,and whether they are only children.Academic mood is higher than non-only children.(3)There is no significant difference in their academic input in terms of birthplace,grade,and whether they are the only children,but in terms of gender,girls are significantly higher than boys.(4)When doing intermediary analysis,getting their academic investment is significantly related to their academic emotions and perceived teacher support.Finally,based on the data results,an intermediary model was constructed using perceived teacher support,negative academic arousal,and academic input,and the model was established.Conclusion: The results show that academic investment is positively related to the degree of primary and secondary school students 'perception of teacher support,and that the degree of perceived teacher support will affect students' academic investment through negative emotions.