Research On The Influence Of Empathy Ability Of High School Mathematics Teachers On Students’ Learning Motivation And Academic Achievement

The new round of curriculum reform advocates a new type of teacher-student relationship that is harmonious,equal,democratic and compatible.Teacher empathy is the key to forming this new type of teacher-student relationship.This paper takes mathematics teachers and students from the first to third grades as the research objects.The literature analysis,interviews and questionnaires are used to explore and analyze the current situations and characteristics of high school mathematics teachers’ empathy ability and high school students’ mathematics learning motivation,to explore the influence mechanism that high school mathematics teachers’ empathy ability affects students’ mathematics learning motivation and academic performance,then to make some reasonable and feasible suggestions for improving teachers’ empathy ability.This paper is mainly divided into the following five parts:The first part explains the research background and significance of this paper,defines relevant core concepts,and summarizes and analyzes the relevant literature on empathy and empathy measurement,teacher empathy and student learning motivation.The second part applies self-designed "High School Mathematics Teacher Empathy Questionnaire(Teacher Self-evaluation Paper)" and "High School Mathematics Teacher Empathy Ability Questionnaire(Students Other-report Papers)",explores the current situations and characteristics of empathy ability of high school mathematics teachers by combing teacher self-evaluation and students’ other evaluation.With the help of SPSS software,it is found that the overall empathy ability of high school mathematics teachers is moderate.The empathy ability of high school math teachers is different due to gender,age,teaching age,educational background of parents,grade of teaching,whether to serve as a head teacher and the school where they teach.It is no significant differences in the only child or the number of students in the class.Based on the collected survey data of "High School Students’ Mathematics Learning Motivation Questionnaire" and using SPSS software,the status and characteristics of high school students’ mathematics learning motivation are analyzed in the third part.On the whole,high school students’ mathematics learning motivation is moderate.High school students’ mathematics learning motivations are significantly different in terms of gender,grade,and parent’s educational background.There are no significant differences in the students’ household registration,school,and whether they are the only child.The fourth part applies the paired data of teacher-student to explore the influence mechanism of high school mathematics teachers’ empathy ability effecting on students’ learning motivation and academic performance.SPSS software is used to do related analysis and AMOS software is adopted to make intermediary analysis.It is found that the empathy ability of high school math teachers directly affects students’ math learning motivation and academic performance,and students’ math learning motivation also directly affects their academic performance.High school math teachers Empathy ability influences students’ academic performance through students’ learning motivation,which can be take as an intermediary.Finally,reasonable and feasible teaching suggestions are put forward for improving the empathy ability of high school mathematics teachers from the two aspects of students’ daily life and study life.