Study On Emotion Management In Classroom Teaching Of Primary School Teachers

A teacher’s emotions during teaching in class run through the whole course.The emotions not only are related to the teacher’s physical and mental health and professional development,but also affect students’ emotions as well as teaching effects.Due to their physical and mental characteristics,pupils need their teacher’s emotional stability and positivity."Being good at adjusting emotions and retaining a peaceful mind" is the basic requirement for the development of professional ability and ethics for a primary school teacher,which indicates that it is practically significant to study the "primary school teachers’ emotion management in class".This study is to investigate the present status of teachers’ emotion management in class at primary schools Z and S in High-Tech district of Zhengzhou city via literature,questionnaire and interview.Firstly,two questionnaires based on the concept definition were prepared according to the two dimensions of teachers’ selfmanagement of emotions,regulation of their students’ emotions and influencing factors of teachers’ emotion management in class.Secondly,questionnaires and investigations were launched among 245 frontline teachers in Z and S Primary Schools in High-Tech District of Zhengzhou city;in-depth interviews were conducted among some of the teachers,students and directors;descriptive analysis,correlation analysis and difference analysis of various variables were comprehensively applied in order to understand the present status of teachers’ emotion management in class.Research has found that the current primary school teachers’ classroom teaching emotion management has teachers’ inability to perceive self-emotion changes in a timely manner;teachers cannot effectively regulate self-emotions;teachers do not pay enough attention to the emotions of students;teachers ignore individual emotions of students;teachers emotionally evaluate students;Teachers can’t adjust students’ emotions to significant problems such as adapting to the teaching content.The main reason is that teachers’ self-emotional management literacy is generally insufficient;home-school communication is not good,and teachers do not fully understand students;schools lack training on teachers’ emotional management knowledge and do not pay much attention to it;teachers’ labor contributions are not commensurate with their remuneration.To a large extent affect the teacher’s work mood and so on.Based on the analysis of existing problems and causes,combined with research results and experience at home and abroad,this article proposes corresponding countermeasures from the following aspects:First,teachers must take the initiative to improve emotional management literacy;Second,optimize home-school cooperation and promote home-school collaboration;Third,the school creates a good environment and enriches teachers’ emotional management strategies for the student population;Fourth,establishes a solid social support system for teachers to improve teachers’ remuneration and recognition.Studies believe that teachers’ emotions are an important affecting factor of teaching quality.This study is to provide a reference to the emotion management in class for primary school teachers in order to promote the development of their emotion management in a scientific and effective direction.