Research On Strategies To Promote College Students’ Socio-emotional Regulation

Collaborative learning is a recognized method for improving learning performance,and more and more teachers are trying to improve collaboration skills of students by providing collaborative opportunities through group projects.However,in many cases,the students’ practical working ability lower than expected,because the learners will encounter all sorts of problems in the process of collaboration,who failed to timely solve the problem is likely to lead to negative emotions,such as depression or even anger,has resulted in a shift team’s attention from the task activities,and even make the team interpersonal relationship problems.Therefore,group members need to work together to formulate adjustment strategies to manage their emotions,create and maintain a positive and harmonious social emotional atmosphere,and promote the smooth progress of group collaboration.However,empirical research on how to help learners improve their emotion regulation skills in a hybrid collaborative learning environment is still lacking.Papers in the system combing adjust learning,collaborative learning,social emotional challenge,emotion regulation strategies,on the basis of related literature,put forward to promote college students’ social emotion regulation in the hybrid collaborative learning environment of "evaluation,feedback" and "guide" two strategies,and combining the teaching practice to explore the effectiveness of the two strategies The "evaluation-feedback" strategy refers to the teacher’s formative evaluation of the group’s collaborative learning process,in the form of descriptive feedback to point out the social emotional adjustment problems that the students overlooked,and to give corresponding suggestions for improvement.The "problem guidance" strategy is based on the guidance of social emotional issues in the case,supplemented by the individual guidance of teachers and the reflection of students on social emotional issues,and jointly promotes students’ attention and regulation of social emotions.In the teaching practice of verifying the effectiveness of the two strategies,based on qualitative and quantitative analysis,the effectiveness of the intervention strategy is comprehensively judged from the aspects of students’ collaborative learning process and collaborative learning results.The preliminary research results show that:(1)The "evaluation-feedback" and "problem guidance" strategies help to improve the social emotion regulation awareness and behavior of collaborators,and promote the smooth progress of collaborative activities.(2)The "evaluation-feedback" and "question-led" strategies have not significantly changed the collaboration results of some groups,and social intervention factors need to be combined to improve the intervention strategy.This research is based on foreign social emotion regulation theories and practical experience for localization research,providing ideas for research on social emotion regulation in college teaching,increasing the importance of educators and students on emotional factors,and better promoting students’ physical and mental integrity.