Study On The Influence Of Teacher Expectations And Students’ Educational Expectations On Teacher-student Interaction In The Class ——A Case Of X High School In J City

Promoting education modernization and developing high quality education have become the focus of education reform in the new era.However,the long-term contradiction between the limited high quality educational resources and the huge educational demand leads to the fierce educational competition.To improve the quality of school running and the effect of classroom management,we cannot ignore the important psychological elements that affect the interaction between teachers and students.It is of extensive and far-reaching significance to explore the relationship and mechanism between teacher expectation,student’s educational expectation and classroom teacher-student interaction.In order to deeply analyze the relationship between variables and explore relevant mechanisms,this study on the Intersubjectivity and Vroom’s theory of Expectancy Theory as the foundation,teachers’ expectation cycle model of reference for the Braun,Brophy and Good process of teacher expectation model,Darley and Fazio,the teacher student interaction on the surface of the double reasonable part of expectation model,constructed the theoretical model of this study.In this study,appropriate statistical methods were selected to analyze the questionnaire data collected from X School in J City,so as to fully explore the relationship between variables.At the same time,this paper also relies on semi-structured interviews with some high school students to test the scientific nature of quantitative data results.Combined with statistical analysis and interview data,it is found that: first,teachers’ expectation,students’ self-education expectation and classroom teacher-student interaction have significant differences in students’ gender,class cadre situation,in-class performance,class type,grade,family economic level and parents’ education level;Second,teachers’ expectation has a significant positive impact on students’ self-education expectation,students’ self-education expectation has a significant positive impact on teachers’ expectation,and teachers’ expectation and students’ self-education expectation have a significant positive impact on classroom teacher-student interaction.Thirdly,students’ self-education expectation plays a partial mediating role in the positive influence of teachers’ expectation on classroom teacher-student interaction,and teachers’ expectation also plays a partial mediating role in the positive influence of students’ self-education expectation on classroom teacher-student interaction.The results show that the overall level of teachers’ expectations in X School in J City needs to be improved,the self-education expectations of senior high school students are generally positive but still need to be maintained,and classroom teacher-student interaction tends to be implicit rather than explicit.In this regard,this paper puts forward suggestions from students,teachers and schools: First,students should develop positive expectations of self-education and actively participate in classroom interaction;Secondly,teachers should pay attention to the individual differences of students and improve the positive level of teachers’ expectations.Third,the school should take effective measures to encourage teachers and students’ expectations and enhance the interaction between teachers and students in class.In order to jointly improve the level of interaction between teachers and students in class and improve the quality of school education through multi-cooperation.