Research On Classroom Emotional Regulation Of Primary School Chinese Teachers

Language emphasizes the emotional education of students and pays attention to the cultivation of students' language learning ability and humanistic spirit.The language teacher is the teacher of the language subject and the subject of the language education behavior.The classroom mood of primary school Chinese teachers runs through the entire teaching process,directly affecting the effectiveness of Chinese classroom teaching and the quality of teaching.In the bilateral teaching interaction activities between primary school Chinese teachers and students,the teacher's emotions will directly affect the students' emotions,which will affect the students' enthusiasm for learning,and ultimately affect the healthy development of students' mind and body.This requires primary school Chinese teachers to have positive and stable classroom mood.Studies have shown that in the primary school Chinese classroom teaching,when the teacher's classroom mood is maintained in a positive and optimistic state,at this time,the classroom atmosphere is good,the teacher's teaching is smooth,the students' interest in learning is high,and the classroom teaching effect is better;When the mood is maintained in a negative and pessimistic state,at this time,the classroom atmosphere is tense,the teacher's teaching is blocked,the students' interest in learning is low,and the classroom teaching effect is poor.From this,it can be seen that the classroom mood of primary school Chinese teachers has an impact on teachers,students,and classroom teaching effects.Therefore,it is of great significance to study the influencing factors and solving strategies of primary school Chinese teachers' classroom emotions.This paper tries to put forward corresponding improvement strategies for the problems of the classroom mood of Chinese teachers in primary and middle schools through the theoretical and empirical analysis of classroom teachers' mood in primary schools.Therefore,the content of this paper includes:on the one hand,from the theoretical level,to explore the connotation and significance of classroom emotions,as well as the influencing factors of classroom emotions.On the other hand,from the practical level,the self-developed questionnaires are used for empirical research to verify the influencing factors of classroom teachers' mood in primary schools,and propose relevant improvement strategies.In addition to the introduction,the main part of the article mainly includes the following four parts:Partl:The connotation and significance of the classroom mood of primary school Chinese teachers.Through the collation and analysis of existing literature materials,the related core concepts(emotion,classroom mood,emotion regulation)are analyzed and their meanings are summarized.Part2:Theoretical Analysis of the Factors Affecting Classroom Emotions of Primary SchoolChinese Teachers.This part combines the relevant literature and the author's three years of teaching work experience,summed up the five factors that affect the classroom mood of primary school Chinese teachers:course content,students,teachers,school education culture,social suppor.Part3:An Empirical Analysis of classroom mood of Primary School Chinese Teachers.Based on the theoretical analysis of the first two parts and the relevant scales of emotional measurement at home and abroad,this study independently compiled a set of questionnaires.Through questionnaires,this paper analyzes the current situation of classroom teachers' mood in primary schools and verifies whether the classroom mood of primary school Chinese teachers is related to the five influencing factors summarized in the second part.Part4:Primary school Chinese teachers' classroom emotion adjustment strategies.Based on the theoretical analysis of the previous parts and the empirical findings of classroom teachers' mood in primary schools,this part proposes corresponding improvement strategies from the teacher level,school level and social level.