The Case Study On Influence Of Teacher Expectation Towards Students’ Learning Behavior In Classroom

In the process of achieving educational fairness, the realization of classroom teaching equity is the most important prerequisite,that students in the classroom learning process whether equal treatment by the teacher is crucial.And the implementation and practice of quality education need teachers to focus on full view of each student, promote the all-round development of students. However,in actual classroom teaching process,teachers are often based on student’s performance forming a positive or negative expectations on student individual.,and then, in the classroom teaching process,show the different treatments of teaching behavior,especially for the underachievers in the class,who will be subjected to more negative attention and negative teaching behavior.Negative expectations of teachers on students individual is not only conducive to the realization of classroom teaching equity, but also directly affect the behavior tendency of students in the classroom learning process and the development of students’ physical and mental health.Existing research on Teachers’ expectations is that research horizon is not comprehensive, research content is yet to be perfected and research results are not rich enough, the teacher expectation theory of localization in China has not yet been formed and perfected.Therefore, the research on Teachers’ expectation needs to be further studied.This study takes influencing process of teacher expectations to students’ classroom learning behavior as entry point, by observing the influence of teacher expectations to classroom learning behavior of three underachiever individuals, and interviewing with teachers and underachiever individuals to understand and make clear the influence mechanism of teacher expectations.And looking for opportunities of intervention, by theoretical explanation and the transmission of students’ positive information, intervening negative factors of teacher expectations, prompting teachers to adjust the expectation level of the under achiever individuals,and then implementing active teaching behavior for underachiever individual, at the same time,describing the positive changes in the aspect of classroom learning behavior of underachiever individuals under the influence of active teaching behavior. Finally,solving research problems of this study.Eventually, forming research conclusion of this study: In the information sources of teacher expectations formation, the most influential is students’ academic information provided by third-party teachers; in the process of teacher expectation affect students classroom learning behavior, teachers expectation influence the attitude and attention of teachers to student at first,then through the communication between teacher and student to carry on the expected information transmission.After the students perceive the attitude and expectation of the teacher, the students’ attitude towards the teacher and the subject changes accordingly.then the students gradually show the positive or negative changes in the classroom learning behavior to consistent with teachers’ expectations, and teachers’ inherent characteristic decides the degree of influence of teachers’ expectation to students; parental breeding manners affect action process of teacher expectations to students’ classroom learning behavior; teachers’ positive expectations have greater influence for low grade’s pupils of primary school.And on these basis that puts forward the research countermeasures and suggestions:teachers’ expectations to students should be out of the “score first” leading circle;teachers should keep dynamic expectations to students; In the process of teaching,teachers should avoid ‘vigorous’ behavior caused by negative expectation; in the process of teaching, teachers should use the ‘teacher expectation effects’ reasonably.