A Study On The Influence Of Teacher Behavior In Classroom On Mathematics Academic Achievement Of Middle School Students

Mathematics is a very important basic discipline,which plays an extraordinary positive role in students' further development.For a long time,mathematics teachers have spared no effort to help students improve their math scores,among which,teacher-student interaction is an art action required teachers' effort.In the past,the older generation of mathematics teachers have accumulated rich experience in adopting different teacher-student interaction actions for students with different individual characteristics,but their real effects,conduction paths and the mechanism behind need to be explored and analyzed.The development of modern statistics has laid a foundation for this paper.Based on the idea of Sequential explanatory mixed methods,this paper studies the effects of teacher-student interaction on mathematics achievement of middle school students from both quantitative and qualitative perspectives.Qualitative studies yield impact mechanisms that interpret the results for quantitative studies.This paper focuses on three kinds of teacher-student interaction actions,namely,paying attention to students,asking questions and praising students.Six conclusions are drawn from the cross-sectional data of CEPS,a large sample of second-hand databases.This paper finds that paying attention to students,questioning students and praising students all have positive effects on students' mathematics academic achievement(Conclusion 1);Paying attention to students have a positive impact on students' math scores by asking questions and praising Students(conclusion 2);Praising students has an positive impact on students by both asking questions and improving students' learning self-confidence and learning motivation which directly improve students' mathematics achievement(conclusion 3);Asking students have more positive influence on the students who have low self-confidence(conclusion 4);Asking students to improve their math scores was more predictive for boys(conclusion 5);Praising students was more effective for students with higher cognitive ability(conclusion 6).Through questionnaires and interviews with typical cases,this paper explains Conclusion 4 with self-cause theory and other-cause theory,conclusion 5 with performance desire and win-lose desire,and conclusion 6 with selection effect and self-confidence enhancement effect.Finally,this paper combs the transmission path,influencing factors and internal mechanism of teacher-student interaction affecting middle school students' mathematics achievement.The results of the study suggest that teachers should encourage students with low self-confidence to answer questions,guide the classroom environment of healthy competition,use praise properly and design different difficulty problems for students of different learning levels.