| Emotion is the attitude experience and behavior response of people to the objective things whether they meet their own needs.It makes individuals produce adaptive changes in thinking,behavior and psychological response.Children aged 6-7 are suddenly transformed from children protected by their parents and kindergarten teachers into primary school students with learning tasks and social obligations.The change of living environment has made great changes in their psychological endurance.The junior primary school students are in the “concrete calculation stage”(7-11 years old)of Jean Piaget's theory of psychological development stage.At this time,the children are leaving the period of heteronomy and entering the stage of interpersonal communication.The emotional development is gradually mature,and the emotion and action are no longer self-centered.Therefore,the ability of emotion regulation is very important for children to establish good interpersonal relationship,finish primary school successfully and obtain long-term mental health.However,in the past,the intervention research on emotion regulation mainly focused on teenagers,college students,middle school students,patients,athletes,etc.,while the research on primary school students,especially those in the lower grade of primary school was less;moreover,the existing intervention research on emotion regulation mainly focused on training,Chen Tao(2016)research showed that emotion theme picture books make the reading atmosphere of primary school children in the first grade strong,accurate emotion recognition,and improved emotion regulation ability,but similar story teaching research was very rare.Therefore,this study explored the influence of positive emotion story teaching on the junior primary school students' emotion regulation,which was not only beneficial to the related research of positive emotion,but also had practical significance to improve the level of junior primary school students' emotion regulation ability.In this study,firstly,we used shields and Cicchetti(1997)children's emotional regulation checklist to investigate 332 junior primary school students in Yuelu District of Changsha City,and investigated the development of junior primary school students' emotional regulation.Then,according to Fredrickson(2004),Chen Lijun(2011)and Gao Meihui(2014),we designed the positive emotion story teaching scheme of this study,and selected 99 junior primary school students to form the experimental group and the control group.The experimental group received positive emotion story teaching,and the control group did not receive any intervention.Before and after the experiment,the children's emotion regulation checklist was used for testing.Research shows that:(1)The junior primary school students' emotion regulation was in the upper middle level.There is no significant difference in gender,origin and whether they are only children,but there was significant difference in unstable/negative emotion dimension;(2)The total score of emotion regulation and the scores of all dimensions in the experimental group of positive emotion story teaching were significantly improved,and the high score of emotion regulation was still maintained in the tracking test two months later.Conclusion: The positive emotion story teaching had immediate and lasting effect on the improvement of the junior primary school students' emotion regulation ability,and the teaching plan had a good promotion value.Finally,this study analyzed some shortcomings,and put forward some suggestions for the future research direction. |
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