A Study On The Impact Of Teacher Expectations On Students' Math Reading Habits

The rapid development of information technology has provided education reform with many possibilities beyond people's imagination: new technologies such as cloud computing,big data,and smart education.These high-tech require people to carry out a variety of useful reading activities,and good Reading habits can allow people to continuously read books in life,learn knowledge in different fields and contribute to the success of individuals.In recent years,the composition and structure of mathematical reading ability and the factors influencing mathematical reading habits have become more detailed as the research progresses.Individual factors such as teacher expectations,investment in mathematical reading,and interest in mathematical reading have gradually attracted researchers' attention.Teacher expectation refers to the teacher's understanding of the basic situation of students to produce some predictive cognition of students 'academic performance and behavioral results,and the transmission of teacher's expectations will affect students' performance through four behaviors: atmosphere,feedback,input and output.,Then will it affect students' mathematical reading habits? And what is the mechanistic advantage of the impact? Numerous empirical studies have shown that students 'mathematical reading investment and interest in mathematical reading often act as an intermediary to affect students' mathematical reading ability.So,can teachers expect students 'mathematical reading investment and interest in reading to affect students' mathematical reading habits?Previous studies have been simple investigations of the relationship between the two variables or two or three of them,but they have not put the four together to explore the role of deep internal psychological mechanisms.Therefore,based on previous studies,this paper intends to take 406 junior high school students as the research object to explore the influence mechanism between teachers' expectations,mathematics reading input,mathematics reading interest,and mathematics reading habits.The role of the single intermediary between the teacher's expectations and the students' reading habits in mathematics,and the union and intermediary of the two.Research shows:(1)Teacher expectations perceived by junior high school students are at the upper middle level.And the dimensions of teacher interaction,teacher support,and academic feedback in each dimension are also at the middle and upper levels.(2)There is no significant difference in gender between teachers' expectations,mathematical reading input,mathematical reading interest,and mathematical reading habits.(3)Teacher expectations,mathematical reading investment,mathematical reading interest,and mathematical reading habits are significantly related to each other.(4)The teacher's expectation perceived by students can affect mathematical reading habits through mathematical reading input(that is: “teacher expectations-mathematical reading input-mathematical reading habits”);it can also affect mathematical reading habits through mathematical reading interests(that is:“teacher expectations-mathematics reading interests-math reading habits”);it can also affect mathematics reading interest by influencing mathematics reading interest,and ultimately affect its mathematical reading habits(that is:“teacher expectations-mathematics reading input-Mathematics Reading interest-mathematical reading habits ”).To this end,we provide targeted teaching strategies for teaching expectations,students' mathematical reading investments,mathematical reading interests,and mathematical reading habits.