本研究选取初中聋生97名，采用问卷法，在考察初中聋生学习策略、学习动机和教师课堂行为感知水平的基础上，旨在探讨其学习动机与教师课堂行为感知各因素对学习策略的影响。结果表明：（1）初中聋生在学习策略、学习动机和教师课堂行为感知上的性别差异均不显著；（2）初中聋生在学习策略中的元认知策略得分显著低于社会性策略和认知策略得分，在学习动机的内部热衷性上得分显著高于内部挑战性得分，外部奖赏得分显著高于外部认可得分，在教师课堂感知的支持性行为和教师高期望上得分均显著高于消极反馈得分。（3）学习动机和教师课堂行为感知对初中聋生学习策略影响显著，首先，在元认知策略上，内部挑战性动机（55.4%）、内部热衷性动机（4.4%）和支持性帮助行为感知（2.1%）的预测效果显著；其次，在认知策略上，外部奖赏动机（44%）、内部热衷性动机（7.1%）、内部挑战性动机（2.8%）和支持性帮助行为感知（5.5%）的预测效果显著；在社会性策略上，内部挑战性动机（33.1%）、内部热衷性动机（3.3%）、支持性帮助行为感知（5.1%）和消极反馈行为感知（4.2%）的预测效果显著。

97 deaf students of junior school are selected to explore the effect of perception of teacher's class behavior to learning strategies. The results are as following: (1) Gender does not have a significant influence upon learning strategies; (2) In terms of strategy use features, meta cognitive strategies of deaf students score significantly lower than the social strategies and cognitive strategies score; In terms of motivation features, internal enthusiasm scores significantly higher than the internal challenges score, external rewards scores significantly higher than the external recognition score; In terms of perception of classroom behavior, teacher’s support activities and their high expectations score significantly higher than the negative feedback score. (3) First, the meta-cognitive strategies, internal challenges motivation, internal enthusiasm motivation and perception of teacher’s support activities predict a significant effect , the predicted rates are 55.4%, 4.4% and 2.1%; Second, the cognitive strategies, external rewards motivation, internal enthusiasm motivation, internal challenge motivation and perception of teacher’s support activities predict a significant effect, the predicted rates are 44%, 7.1%, 2.8% and 5.5%; the community strategy, internal challenge motivation, internal enthusiasm motivation, perception of teacher’s support activities and negative feedback predict a significant effect, the predicted rates are 33.1%, 3.3%5.1% and 4.2%.