很多國中學生在學習理化的過程中常會遭遇到許多挫折與困難，導致學習意願低落，以致學習成效不彰。因此，若能了解學生對理化教師的期望，相信能提高學生的學習意願。
本研究主要目的在探究下列問題：
1.不同年級的學生對理化教師要求的標準是否有差異？
2.男女學生對理化教師之要求標準是否有差異？
3.不同區域的學生對理化教師的要求標準是否有差異？
4.學生對理化教師期望的六大類別中（內容包含一般教學知識、學科內容知識、學科教學知識、鷹架、潛在發展區、人性取向），高低次序為何？
研究者參考教育理論及面談時學生意見以設計問卷，問卷內容包含：(1)一般教學知識 (2)學科內容知識 (3)學科教學知識 (4)鷹架 (5)潛在發展區 (6)人性取向等六大類。以北、中、南三區國二、國三學生為研究對象，從中抽測590名學生，進行意見調查研究，主要結論如下：
1.不同年級學生對理化老師的期望，在統計上沒有達到顯著的差異。
2.男女學生對理化老師的期望有所不同，女生較期望理化老師能多了能學生。
3.由北中南三區各子題變異數分析結果中發現，學生對理化老師要求的標準方面，中區學生對理化老師在一般教學知識及學科教學知識的期望均高於北區及南區。
4.學生較期望老師能具有學科教學知識並且在實驗時能提供協助，顯示老師不僅本身需具有學科內容知識，更重要的是讓學生易於學習學科知識.
要成為一位適任的化老師，除應符合教育理論的主張、國家社會的需求外，亦應了解學生對理化老師的期望，本研究建議理化老師能考慮學生的期望而做適當的教案設計，以利教學。

It is common at Taiwans junior high schools that many students can't acquire what their Physics-Chemistry teachers have instructed in class.and they usually learn the subject in low spirits.As a result, teachers seldom have the sense of fulfillment and can't help wondering what students really think about and which kind of Physics-Chemistry teachers they expect for.
The aims of this research focused on the following questions:
1.Are the standard for Physics-hemistry teachers different between the 8th grade and 9th grade students?
2.Are the satndard for Physics-Chemistry teachers different between male and femal students?
3.Does the standard for Physics-Chemistry teachers vary depending on the areas (Northern, Central and Southern Taiwan) they teach?
4.Whats the order of students expectancy for Physics-Chemistry teachers in junior high schools?
The researcher designed the questionnaire which contained:(1)content knowledge ,(2)general pedagogical knowledge, (3)pedagogical content knowledge, (4)zone of proximal development, (5)scaffolding, (6)human dimension., For the research, the 8th grade and 9th grade students in Northern, Cenltral and Southern Taiwan were considered as the subject.Five hundred and ninety students took the questionnaire, The major findings were as the following:
1.According to the statistics analysis, there's no obvious difference for the expctancy of Physics-Chemistry teachers between the 8th grade and 9-th grade students.
2.For the expectancy of Physics-Chemistry teachers between male and female students, it revealed that female students expct that their teachers could understand students to a higher degree.
3.Comparing the different areas in Taiwan, for the standard for Physics-Chemistry teachers by the result of ANOVA, it revealed that students in Central Taiwan were in a state of higher expectancy for general pedagogical knowledge and pedagogical content knowledge of their than those of students in Southern and Northern Taiwan.
4.Students expected teachers to have pedagogical content knowledge and offer experimental assistance in the experiment, It revealed that teachers should not only own the content knowledge but also have the ability to help students to get content knowledge easily.
Besides matching the opinions of educational theories and the needs of society, a Physics-Chemistry teacher should realize what was the students expectancy for teachers.This research recommended that Physics-Chemistry teachers should design proper instructional plans in consideration of students' expectancy.