Research On The Effect Of Teaching Behaviors On Teacher And Student Empathy Accuracy In Middle School Mathematics Classrooms

Classroom teaching behavior is not only an important factor affecting the quality of classroom teaching,but also the key to building a new type of teacher-student relationship that is harmonious,equal,democratic and compatible.Studying the effects of teaching behaviors on teacher-student empathy accuracy in middle school mathematics classrooms helps teachers adopt appropriate teaching behaviors to improve teacherstudent empathy accuracy,which improves classroom teaching effectiveness subsequently.Taking middle school students in S middle school in H province as the survey subjects object,we used questionnaires and interviews to investigate the current situation and core influence paths of middle school mathematics classroom teaching behaviors and the accuracy of teacher-student empathy,based on which we give suggestions to improve teachers’ empathy ability.In the first place,based on the analysis of the survey data,it was found that the experiential values of middle school students’ perceived mathematics classroom teaching behaviors were in the following order(from highest to lowest): presentational behavior,classroom management behavior,mentoring behaviors,waiting behavior,instructional support behavior,and interactive behavior.The experiential values of empathic behaviors in the mathematics classroom were,in order(from highest to lowest): transpersonal thinking,imaginative,empathic care,and personal feelings.We found that: presentation behaviors and instructional support behaviors differed significantly across grade levels.Waiting behavior was significantly different in gender.Imaginative and empathic caring differed significantly across grade levels.There were significant differences in transpersonal skills and personal feelings by gender.Using structural equation modeling for analysis,we found a partially significant positive correlation between middle school students’ perceived mathematics classroom teaching behaviors and teacher-student empathy accuracy.Classroom management behaviors,instructional support behaviors,and interactive behaviors had significant positive effects on teacher-student empathic accuracy,and in decreasing order of influence.Mentoring behaviors had a relatively important positive impact on the three areas of transpersonal thinking,imagination,and empathic care.Presentational behaviors had a general positive effect on transpersonal and empathic care.Next,based on the impact path analysis,we have made four recommendations.Firstly,mathematics teachers should focus on implementing the core literacy of mathematics subjects in the classroom and highlighting the main position of students.Secondly,teachers should promote the development of teacher-student empathy by improving the application frequency of teaching behaviors such as questioning behavior,interactive behavior,and waiting behavior.Thirdly,teachers should update their teaching philosophy and enrich the theory of empathic teaching.Fourthly,teachers should effectively choose empathy methods to improve the accuracy of teacher-student empathy.In conclusion,this paper has used the method of structural equations to study the teaching behaviors of middle school mathematics teachers and the accuracy of teacherstudent empathy,so as to improve the quality of classroom teaching.On the one hand,it provided methods and guidance for building a good teacher-student relationship.On the other hand,it provided theoretical support for middle school mathematics teachers’ classroom teaching diagnosis.