A Survey Of Junior High School Students' Mathematics Learning Motivation And Mathematics Teachers' Expectations

In recent years,with the continuous increase of investment in education and the continuous strengthening of educational reform,the quality of education has attracted widespread attention from all walks of life in China.The more important purpose of education is to improve the quality of education,focusing on students' sense of participation and initiative,rather than completing education.As the representative of positive initiative,learning motivation,how to stimulate students' mathematics learning motivation has become a problem that cannot be ignored in current mathematics education.Teacher are the ones who have the closest contact with students' learning.The expectations of mathematics teachers have a potential impact on students' motivation for mathematics learning.Only when mathematics teachers have reasonable and affectionate expectations can they stimulate students' motivation to learn,mobilize their enthusiasm for learning,and learn how to learn,extended to subsequent studies.There is a close relationship between the mathematics learning motivation of junior high school students and the expectations of mathematics teachers.It is of theoretical and practical significance to theoretical and practical significance to study the current situation,differences and the relationship between mathematics learning motivation and mathematics teachers' expectations.This study takes junior high school students in Xining City,Qinghai Province as the research object,and investigates the motivation of mathematics learning and the perception of mathematics teachers' expectations.The data obtained are statistically analyzed by SPSS22.0,and the following main conclusions are drawn:1?The average scores of mathematics learning motivation and mathematics teachers' expectation of junior high school students in Xining are 3.596 and 3.786respectively(according to the five-point scoring method),and there is still room for improvement in terms of numerical value.2?There is no significant difference in mathematics learning motivation among junior high school students of different genders.but the mathematics learning motivation of boys is slightly higher than that of girls.There are significant differences in mathematics learning motivation among junior high school students of different grades,and there are significant differences in cognitive motivation dimension,external motivation dimension and achievement need dimension.There are significant differences in mathematics learning motivation among junior high school students with different mathematics scores.3?There is no significant difference in mathematics teacher expectations among junior high school students of different genders,but there are significant differences in the dimension of academic feedback.Girls perceive mathematics teacher expectations to be slightly higher than boys.There are significant differences in the expectations of mathematics teachers among junior high school students of different grades.There are significant differences in the dimension of teacher support and mutual assistance in teaching,but there is no significant difference in the dimension of academic feedback.There are significant differences in the expectations of mathematics teachers among junior high school students with different mathematics scores.The higher the mathematics scores,the higher the perceived expectations of mathematics teachers.4?There is a significant correlation between mathematics learning motivation and mathematics teachers' expectations of junior high school students in Xining City.The perception of mathematics teachers' expectation of junior high school students has a high and significant positive impact on mathematics learning motivation in the dimension of teacher support,the dimension of teaching mutual assistance,and the dimension of academic feedback.The mathematics learning motivation of junior high school students has a high and significant positive impact on the expectations of mathematics teachers in the dimensions of cognitive motivation and achievement needs,while the external motivation dimension has a low and significant negative impact on the expectations of mathematics teachers.