The Influence Of Teachers' Expectation Perception And Teaching Style On Mathematics Achievement Of Tibetan High School Students

Mathematics is an important basic subject,and it is one of the three major subjects prescribed by the state.The level of academic achievement in mathematics directly affects the overall performance and mental health of students.Minority students' academic achievements in mathematics have received widespread attention from scholars.This study will examine the influencing of teachers on minority students' mathematics learning from the perspective of students.Existing research shows that the main factors affecting academic achievement are: teachers,families,students themselves,the learning environment,and the structure and teaching materials of mathematical knowledge.Teachers 'teaching style,teacher-student relationship,teachers' perception of expectations,and teachers 'teaching attitude have different effects on students' learning.Students' self-education expectations,homework time,homework completion methods,extra-curricular reading,and extra-curricular learning will also affect academic performance.The study found that teachers' teaching styles can affect students' learning adaptation,including academic performance,learning attitudes,teacher-student relationships,etc.Teaching styles can also affect students' learning attitudes and emotional experiences of learning activities.Out of a love for teachers,students often show an interest in related disciplines and are therefore willing to study the subject taught by the teacher.It can be seen that the teaching style of teachers will affect the students' investment in learning.Learning input refers to the intensity of behavioral input and emotional experience of the students during the beginning and execution of learning activities,including both behavioral and emotional components.The study found that students' perception of teachers' expectations of themselves also affects their degree of investment in learning.Whether students can perceive the expectations and the degree of perception from teachers,that is,teachers 'perception of expectations,has a significant predictive effect on students' academic achievements.Therefore,do teachers 'teaching styles and teachers' perception of expectations also affect the academic achievement of minority students? Previous studies have found that Tibetan students are more troubled by maths learning and have lower results.In this study,Tibetan students were selected as the test subjects.From the perspective of students,we investigated whether teachers' expectations and teaching styles affect the mathematics learning of Tibetan students.And how does it affect and to what extent the mathematics learning of Tibetan students? The teaching style is relatively stable,and teachers' expectations are relatively flexible.Are they important to the mathematics achievement of Tibetan high school students? This is the focus of this study.On this basis,further investigate the influence of teachers' style and expectation perception on the mathematics learning input of Tibetan students and the degree of influence,in order to understand the influence of teachers on mathematics learning of minority students from the perspective of students more systematically.The study selected 325 Tibetan high school students from a certain ethnic college in Hebei Province,and used the Questionnaire on Teachers' Perception Perceived by Students,Questionnaire on Teachers' Teaching Styles,and the Questionnaire for Learning Input.At the same time,statistics on students' mathematics were used to evaluate mathematics.Achievement research is conducted to explore the mechanism of teacher expectations,teacher teaching style,and learning input that affect mathematics academic achievement.First,teachers' expectation perception of the overall condition is good,which is positively correlated with their math achievement.Second,Students are able to perceive teachers' teaching style,and teachers' teaching style is positively correlated with mathematics academic achievement.Third,the higher mathematics learning input is significantly correlated with mathematics academic achievement.Fourth,teachers 'expectation perception and learning input have significant differences in high-middle,high-low group mathematics academic achievements,and teachers' teaching styles have no significant differences in different group mathematics academic achievements.Fifth,learning input plays a part in mediating the influence of teachers' expectation perception on mathematical achievement.Learning input plays a completely mediating role in the influence of teaching style on mathematics academic achievement.Compared with teachers' teaching style,teachers' expectation perception has a greater influence on the mathematics achievement and learning input of Tibetan high school students.Finally,the findings have important educational implications.The teaching style is relatively stable and difficult to break through.Although the teaching style will affect students' academic achievement.However,compared with teaching style,teachers 'expectation perception has a greater impact on students' learning investment and academic achievement.Therefore,while paying attention to teachers 'teaching style,more attention is paid to the impact of variable teacher expectations on students' mathematics learning.It is a simple and effective way to improve students 'mathematics achievement by changing the teachers' expectations perceived by students.