The Influence Of Teacher's Classroom Emotions On Middle School Students' Emotional Infection And Attention Bias

Students are the main body of school work,and the main activity in school is learning.The teachers who live with the students in the school not only bear the responsibility of preaching and teaching,but also the teachers 'words and deeds will subtly affect the students' cognitive and emotional attitudes.Among them,the emotional infection of teachers and students can not be ignored.Emotional infection is an automatic and unconscious process.People's emotions in a group are easily infected by others.In the process of students and teachers living together day and night,teachers' emotions will inevitably have an impact on students' emotions.However,how do gestures,expressions and sounds as teachers' emotional expressions affect students' emotions,and to what extent do they affect students' emotions? There is a lack of more comprehensive research.At the same time,there are many researches on the relationship between emotional state and emotional stimulation attention bias,but most of the researches focus on the research of anxiety emotion to negative emotion,and the attention bias information of anxiety emotion to positive information is rare.Based on the above problems,this study intends to explore how teachers' classroom emotions affect students' emotional infections,and then how to influence students' attentional bias in classrooms.The subjects in this study came from three normal classes in the second grade of a middle school in Shijiazhuang,a total of 124 students,including 59 boys and 65 girls,aged 16 + 1 years.This article will use the experimental method and questionnaire survey method to illustrate the problem with one survey and two experiments.Establish teachers' poses,expressions,and emotions through a preliminary survey.Experiment 1 explores the impact of posture expressions and speech expressions on students in different presentation modes.The experiment uses 2(expressions: posture expressions,speech expressions)× 2(presentation modes: interval presentation,simultaneous presentation)× 2(emotional state: positive emotion,Negative emotions)experimental design between subjects.The second experiment is divided into two small experiments to explore the attention bias of positive pictures and negative pictures of students in different emotional states.Firstly,the attention biases of negative emotions on negative pictures were explored.The experimental design of 2(emotional states: positive emotions,negative emotions)× 2(cue prompt types: valid,invalid)was used to compare the two groups of subjects to distinguish Differences in emotional state versus attentional bias.Immediately explore the attention bias of positive pictures in different emotional states of students,adopt 2(emotion state: positive emotion,negative emotion)× 2(cue prompt type: effective,invalid)experimental design,and compare and analyze the two groups of subjects To distinguish between emotional states and attentional bias.The results found that:(1)Sophomores are generally in positive emotions and have a moderate emotional experience,but after being infected with negative emotions,positive emotions will decrease and negative emotions will increase.(2)Teachers 'verbal expressions can induce students' emotions more than gesture expressions.Middle school students' s negative emotions are most reduced when they affected by positive verbal expressions.(3)Presenting emotional stimulus at intervals can better arouse students' emotions than presenting emotional stimulus at the same time.(4)Students with negative emotions are first pay attention to avoiding negative emotional stimulus,and then relieve difficulties,and show attention to avoiding positive emotions.(5)Positive emotion students showed attention avoidance to negative emotion stimulus and attention orientation to positive emotion stimulus.