A Study On Classroom Emotion-managing Strategies Of Excellent College English Teachers

Emotional management has become a crucial element in classroom teaching management ability for contemporary teachers.Although a number of teachers are fully aware of its significance,they still find it difficult to explore the reasonable and effective emotion-managing strategies.This thesis takes meta-cognitive theory as the theoretical basis and affective teaching as the fulcrum to explore the representations and strategies of the excellent English teachers' classroom emotional management,which specifies as the following three questions: 1)what are the characteristics of excellent English teachers' classroom emotional management? 2)What are the effects of excellent English teachers' classroom emotional management on classroom teaching activities? 3)What are the effective classroom emotion-managing strategies of outstanding English teachers?This study regards the teaching videos of 17 winners from the fourth,fifth and sixth Foreign Language Teaching Contest as research subjects to observe,record and transcribe the excellent English teachers' classroom emotional management.Based on meta-cognitive theory,this thesis adopts data analysis and critical thinking to analyze the explicit behaviors of excellent English teachers' classroom emotional management,such as facial expressions,body language,verbal expressions and so forth.The study further explores the teaching effects caused by the explicit behaviors of emotional management with these characteristics and sums up the corresponding effective classroom emotion-managing strategies.The major findings are as follows: 1)Representations of outstanding teachers' classroom emotional management: moderate tone,gentle and flexible mood,humorous and changeable language,timely pause,positive and vivid face expressions as well as contagious body language.2)The classroom atmosphere of excellent English teachers is generally relaxing and harmonious.The impacts of emotional management on classroom teaching are categorized into two aspects: explicit and implicit.The implicit aspects are reflected as follows: positive facial expressions and body language mobilize the students' learning emotions,rich and innovative teaching forms stimulate thestudents' learning motivations,kind and humorous speech arouses the students' learning memory;the explicit respects include the following: the synthesis and conversion of expression,space,language and so on adjust the students' positive and negative emotional attention and maintain the positive emotional feedback.3)Through the above analysis,the author concludes the classroom emotion-managing strategies of excellent English teachers from the standpoint of meta-cognition: Firstly,knowledge-based cognitive strategies,that is,teachers adopt different teaching materials to promote students' positive learning emotions based on teaching contents.The second is experience-based reevaluation,which means teachers constantly adjust their facial expressions,body language and other emotional explicit behaviors to maintain good classroom atmosphere in emotional interactions with students.The last is monitoring-based sublimation,namely,teachers keep an eye on students' emotional changes and take advantage of educational tactics to realize affective teaching.The findings can provide reference for college English teachers about how to regulate classroom emotions effectively and achieve the goal of optimizing education with emotion.However,given that the teaching competition videos may not be completely equivalent to the actual teaching,a profound exploration of classroom emotional management in the real situation is expected in the future.