The Impact and Implications of Teacher-Student Relationships on Physics Academic Performance in High Schools under the Strengthening Basic Disciplines Initiative

Abstract

This study aims to investigate the influence of teacher-student relationships on the academic performance of high school physics students under the Strong Foundation Program. The main research methods include reviewing and analyzing a large number of relevant journal articles and academic papers, classifying the types of teacher-student relationships, and investigating the impact of different teacher-student relationships on the academic performance of high school physics students, who constitute a specific group. The research results indicate that there is a positive correlation between the teacher-student relationship and the academic performance of high school physics students. The article will conduct the research from two aspects: the positive teacher-student relationship and the negative teacher-student relationship. The conclusion indicates that the teacher-student relationship is a key factor influencing the academic performance of physics students. Avoiding negative teacher-student relationships and promoting the development of positive ones is an effective way to enhance the academic performance of high school physics students. This provides a theoretical basis and practical guidance for high school physics educators.