Research On The Status Quo And Relationship Of Mathematics Learning Quality,Teacher-Student Relationship And Mathematics Learning Achievement Of Junior Middle School Students

In the era of knowledge promoting economic development,educators pay more and more attention to students’ cultural literacy and comprehensive development,and also increasingly require students to learn how to learn while acquiring knowledge.Looking at the whole learning process of teenagers,the junior middle school stage is not only the transition stage of high school,but also the key period to cultivate students’ self-awareness,learning attitude and learning ability,which is exactly the specific requirements for the quality of mathematics learning.In the whole education process,teacher-student relationship is the core interpersonal relationship.Good teacher-student relationship can directly affect the quality of education,which also makes up for the stability of the quality of mathematics learning.As a direct reflection of the quality of education,mathematics academic achievement has been concerned by society,schools and families.Therefore,mathematics academic achievement has also been used as a tool to measure mathematics academic achievement.Therefore,it is particularly important to explore the status quo of junior high school students’ mathematics learning quality,teacher-student relationship,mathematics learning achievements and what kind of relationship exists.How to effectively coordinate the relationship between the three in the education process,and how to take quality improvement strategies and relationship improvement measures have become important issues that educators need to solve urgently.In order to solve the above problems,this study adopts a questionnaire survey,selects 581 junior high school students from three middle schools in Xining City,Qinghai Province as the research object,and uses SPSS26.0 to carry out descriptive statistics,difference analysis,correlation analysis,regression analysis,regulatory effect and intermediary effect analysis on the data obtained,and draws the following main conclusions:(1)From the gender perspective,the teacher-student relationship of junior high school students is significantly different in gender.Compared with boys,the teacherstudent relationship of girls is more harmonious,while the quality of mathematics learning is not significantly different in gender,which has certain stability.(2)From the perspective of grade,there are significant differences in mathematics learning quality and teacher-student relationship among junior high school students.With the increase of grade,mathematics learning quality has improved,but teacherstudent relationship is more complex.(3)From the perspective of correlation and regression,junior high school students’ mathematics learning quality,teacher-student relationship and mathematics learning achievement are significantly positive correlation.Both mathematics learning quality and teacher-student relationship can effectively predict mathematics learning achievement respectively,and can also jointly predict mathematics learning achievement.(4)From the perspective of regulation and mediation,the teacher-student relationship has no moderating effect between mathematics learning quality and mathematics learning achievement,but the mediating effect of teacher-student relationship between the two is significant.Based on the above conclusions,it is proposed that educators should pay attention to improving their professional quality,strengthening the construction of teachers’ ethics,re-examining the relationship between teachers and students,building a scientific education mode,and making full use of home-school cooperation to maximize the positive role of external factors affecting students’ development.