High School Students' Perception Of Chemistry Teacher Expectations

Education is a complex social activity, many factors influence the effectiveness of learning. Apart from subject knowledge, teaching skills and other factors, the undeniable emotional expectations of teachers in the field, but also affect the effectiveness of an important aspect of teaching. The quality of education in the current context, more attention to the process of emotional education of teachers, school education, encourage people to reflect further on expectations of teachers and its effect on students.The research is based on natural, real and normal classroom teaching environment, very little choice other studies related to the high school students as the research object, from the perspective of our students to perceive the expectations of classroom teachers of chemistry. The main concern: First, from the perspective of students feel the learning process in the classroom, high school chemistry teachers to express their gender and the expectations of teachers whether there are differences between the behavior of? Second, high school students of different genders perceive the expectations of high school chemistry teacher whether there is difference? Third, the perception of high school students in different grades to high school chemistry teacher expectations of whether there are differences? Fourth, the different levels of chemistry learning high school chemistry teachers in high school students perceive whether there is difference in expectations?Questionnaire surveys and interviews using survey data statistics and analysis, draw the following conclusions:Perception of high school students of different gender high school chemistry classroom teachers approach the expectations of different sensitivity; different grades of high school students perceived high school chemistry classroom teachers to communicate the expectations and behaviors are different.Chemical study of different levels of perception of high school students in high school chemistry classroom teachers approach the expectations are different; chemistry students in different grades is present difference between self-concept, and high student academic self-concept was significantly higher than other grades of students. Based on the research findings to the teacher's daily teaching work of creating a good learning atmosphere; timely instructional feedback; to address differences, abilities; attention to the issues raised; emphasis on evaluation and development process; to establish a good relationship between teachers and students for 6 of recommendations and methods.