A Study On The Current Situation And It's Counter Measures Of Elementary School Teachers' Emotion Regulation In Classroom Teaching

More and more people realize the importance of emotion regulation,here's mood not noly includes ourselves'emotion also includes other people'. Emotion management has been the hotspot of research,but these studies'contents is roughly around the following aspectsrthe cause of bad mood;the importance of emotion regulation and emotional management strategy.In the field of management,there are many managers have realized the importance of manage employees'emotions.That's because employees'mood is directly related to the employee's work efficiency and their work efficiency is directly related to corporate profits. Therefore,there are lots of emotional management research in the tiled of management.However,there rarely have research related to emotion regulation in the field of education and research only for the teachers still less.The classroom emotion management is an important factor which is long neglected, here the object of emotion management include both teachers'and students group.Teachers and students only in good mood condition which can greatly mobilize their subjective initiative,improve the classroom teaching effect can be improved and then advance the classroom teaching quality.The article draw up the questionnaire of elementary school teachers'emotional management inclassroom teaching which is based on the status of emotion management in the field of education, through reading existed material and combined with the interview results for elementary teachers.The aim is to understanding the general situation of elementary school teachers" emotion management in classroom teaching,generalize and sum up the trends and characteristics of primary school teachers' emotion management and explore strategies which promote them manage emotion in classroom teaching effectively,in order to advance the classroom teaching quality. Through series of empirical researches,it has arrived at the following conclusions:1.On the basis of complied the predictive questionnaire,through project screening and exploratory factor analysis obtain the formal questionnaire of the primary school teachers'emotional management in classroom teaching.Examine the reliability and validity of formal questionnaire,through investigate it'homogeneity reliability,repeat measuring reliability and content validity,structural validity.Data results show that the questionnaire has well reliability and validity which can be used as tools assess the current situation of the primary school teachers'emotional management in classroom teaching.2.The formal questionnaire of elementary school teachers'emotional manage-ment in classroom teaching including four aspects,respectively isrteaching organiza-tion regulation points questionnaire;teaching evaluation regulation points question-naire;own emotion regulation points questionnaire and students'emotion regulation points questionnaire.3.The overall situation of elementary school teachers'emotional management in classroom teaching is good but there is significant differences in gender,age,school age,professional title and educational background.4.There are many factors that affect the current situation of elementary school teachers'emotional management in classroom teaching,they think one of the most important factors is the teachers'teaching responsibility,then followed by teachers' job satisfaction for itself,the confidence to teachers'teaching,teachers'education idea and their understanding of the relationship between emotion and teaching,and so on.