The Middle School Chinese Teachers’Classroom Emotion Regulation Research

Middle school Chinese language as a main course, while the current areas of research focus on teaching materials, teaching methods, and on middle school Chinese teachers’classroom emotion regulation system research is still a blank in the field of scientific research. Therefore, through the literature material law, expert interview law, questionnaire investigation method, experimental method and mathematical statistics method, combined with his own teaching practice, construction of the middle school Chinese teachers’classroom emotion regulation theory model, established assessment and middle school Chinese teachers’ classroom emotion regulation measurement tools, in the understanding and knowledge of the current middle school Chinese teachers’classroom ability of emotion regulation on the basis of the status quo, analyzed the influence of middle school Chinese teachers’classroom emotion regulation factors, finally, through specific classroom emotion regulation teaching design, validation of the teaching effect, in order to further study of middle school Chinese teachers’teaching psychology, optimizing classroom teaching effect. Conclusions of the study are as follows:(1) middle school Chinese teachers’classroom emotion regulation ability structure includes6first grade indexes,121evel two indexes,41level three indexes.(2) middle school Chinese teachers’classroom emotion regulation, of students’emotion regulation, as well as on all the students’positive and negative emotion regulation in the specific dimensions of basic expression is relatively balanced level; teachers’classroom positive emotion regulation ability raise, maintain control is higher than that of negative emotional suppression and elimination of teachers to the students’positive emotion; regulation of arousal regulation, maintain higher negative emotional suppression and elimination; teacher student groups on positive emotion regulation, regulation of the maintenance of arousal scores higher than negative emotional suppression and elimination of scores.(3) different gender, different teaching periods, different titles of middle school Chinese teachers between classroom emotion regulation ability difference, the male teachers classroom emotion regulation ability is lower than female teachers ability to regulate levels with age; teaching, classroom emotion regulation ability level also continued to improve with age; coach classroom emotion regulation ability, also can be improved; as the teacher title structure improve, teachers’classroom emotion regulation ability is improved; educational structure and teachers’classroom emotion regulation ability there is no correlation between.(4) effect of middle school Chinese teachers’classroom emotion regulation factors including three first class indexes:Teachers’factors, students’factors and teaching factors,15indicators in level two.(5) emotion regulation teaching design can effectively improve the students of the language curriculum interest, improve the students’deep curiosity, improve students’initiative study consciousness and a pleasant experience, can students’anxiety level is adjusted to a moderate level, more effectively enhance students’learning achievement, as a kind of teaching methods and means, application in Chinese teaching in middle schools is feasible.