Theoretical And Empirical Research On Teachers’ Appreciation:a Psychological Perspective

Twenty years ago, Zhou Hong trained her deaf daughter became as a top ten people in "Chinese Women "with a package of educational method. Zhou Hong himself has embarked on the road of parenting and education exploration, later, under the summary and enhancement of Yang Ruiqing and other scholars, proposed the theory of appreciation education.However, the appreciation education stem from parental-child educational experience, lack of systematic and scientific theory in terms of how to effectively translate it into school classroom education. This requires someone to carry out a series of studies and formulate theories which are correspond to school classroom education. In this regard, this paper, standing from the perspective of educational psychology, examined the appreciation education through empirical research, quantitative analysis and qualitative experiment, and made operational recommendations of teachers’ appreciation in the classroom teaching management.The paper consists of three parts.The first part is an overview of research, described the research significance, related research background, research objectives etc.The second part is the main part of this paper. Divided into seven studied.Study 1 is a preliminary exploratory research, examined the relationship between junior high school students’ chemistry learning effectiveness and teacher-student relationship. This study can be viewed as a pre-test before formal research, explore the feasibility and difficulty of the teacher appreciation. Study 1 plays a supportive role for subsequent studies. In this study, the preliminary conclusion is that draw teachers’ appreciation is good for teacher-student relationship and students’ learning outcomes.Study 2, define the concept of teacher appreciation. According to the existing literature and the definition and discussion of appreciation education, this study defines appreciation education as teacher’ attitudes and behavior towards the students in teaching and administration process. Specifically, namely teacher’ unconditional acceptance and understanding of individual difference and uniqueness of students in educational activities in schools. In addition, teacher should praise children’ study highlights and learning potential, remind learning bias with tolerance and respect and have positive expectations about the development of students.Study 3, the development of teacher appreciation scale. After exploratory factor analysis and confirmatory factor analysis, the eventual scale which consist of 5 factors (factor 1, sense of anticipation has 10 items; factor 2, sense of certainly has five items; factor 3, sense of understanding has 6 items; factor 4, sense of tolerance has 3 items; factor 5, sense of acceptance has 3 items) has a good reliability and validity.Study 4, investigation of the teacher appreciation. Using teacher appreciation scale, investigated a Malaysia and a Chinese middle school. Survey results showed that all five dimensions of teacher appreciation are moderate. Gender difference is only significant in the dimension of sense of tolerance. Grade difference is only significant in the dimension of sense of anticipation and certainly. Culture differences are significant in all dimensions.Study 5, examined the correlation relationship between teacher appreciation and teacher-student relationship, learning motivation and academic self-efficacy. The results showed that teacher appreciation, including sense of anticipation, sense of certainly, sense of understanding, sense of tolerance, sense of acceptance was significantly correlated with each dimensions of teacher-student relationship, learning motivation and academic self-efficacy.Study 6, teacher appreciation in class management. This study was to explore the specific operation of teacher appreciation in class management, and expect to find out a better class management recommendations in practice.The teacher in experimental group regularly appreciated the students, and recorded appreciation behavior in "appreciation logbook". The results from qualitative interviews and quantitative research study showed that there were significantly group difference between experimental group and control group in the teacher-student relationship, student motivation and students’ academic self-efficacy.Study 7, teacher appreciation in teaching. This study was to explore the specific operation of teacher appreciation in teaching, expect to find good teaching practice recommendations.Firstly, teacher appreciation provided a good relationship between teachers and students and a good classroom atmosphere for the "share star"; secondly, the process of the "share star" offered an opportunity for expressing teacher appreciation; thirdly, the "share star" gave students a lot of platform on which they can display their advantages, etc. These features make the teacher appreciation and the "share star" to better cooperate with each other.The "share star" successful only if the teacher can properly handle the interaction with students, and the teacher appreciation can enhance the effect of the "share star".The teacher appreciation has 5 core operations:unconditional acceptance, empathic understanding, descriptive affirmation, forbearance correct and positive expectations.The third part is a summary and outlook. The innovations, difficulties, problems of this thesis are discussed.