On Classroom Emotional Management Based On The Emotion Interactions Among Peers

Classroom emotional management is the important part of classroom instruction and also a means of individual inner harmony and interpersonal harmony among peers. For the sake of overcoming the disadvantages of teacher-centered management thought in traditional classroom emotional management controlled by other people, classroom emotional management based on emotion interactions among peers focuses the subject on peers, and puts an emphasis on the emotion interactions among peers, aiming at forming a kind of self-conducting classroom emotional management with the emotion interactions among peers as the core. The concrete research angle can be shown like this: the integration of the core object, the basic object and long-term object as the embodiment of actualization and development, equal attentions of individual self-management and interactive management among peers as the embodiment of subjectivity and intersubjectivity, the integration of emotional expectancy and emotional management made up of emotion perception and experience, emotion expression, emotion regulation as the embodiment of presupposition and generativity, the attentions to both of positive and negative emotions as the embodiment of the combination of emotion subjects, elements and resources, the application of emotion record card, emotion observation, emotion questionnaire and so on as the embodiment of formative and summative assessments.The elaboration of the paper is carried out around the model construction of classroom emotional management based on the emotion interactions among peers. In the investigation stage, the paper investigates the status quo of classroom emotional management by means of the teacher and student questionnaires and analyzed the objects, the process and the effects of classroom management, aiming at finding out the actual needs of the model construction of classroom emotional management based on the emotion interactions among peers. Afterwards, the paper points out that classroom emotional management based on the emotion interactions among peers is the process in which modern classroom management thought is as the guidance, students'emotional expectation as the starting point, classroom as the field, emotion perception and experience, emotion expression, emotion management as the links of the emotion interactions, thus learner proceeding from a spectator, a participant to a fugleman, that is, legitimate peripheral participant to the core member in the community. The process has such traits as intersubjectivity, multiplicity, participation and openness; thereby the paper establishes the spirit of classroom emotional management based on the emotion interactions among peers.The construction of classroom emotional management based on the emotion interactions among peers is rooted in group socialization theory, "seven-factor" and "nine-factor" emotional intelligence theory, situated learning theory and social sharing of emotion theory. As the research orientation, group socialization theory points out classroom emotional management based on the emotion interactions among peers is a kind of highly situated learning way carried out in peer groups. "Seven-factor" and "nine-factor" emotional intelligence theory indicates such links as emotion perception and experience, emotion expression, emotion regulation through which student individuals and groups can realize classroom emotional management based on the emotion interactions among peers in the classroom situation. Situated learning theory makes clear the developing course of the individual and the group in which the identities of the individuals and the groups are continuously reproduced; thus the individuals and the groups are proceeding from a spectator, a participant to a fugleman, that is, legitimate peripheral participant to the core member in the community. Social sharing of emotion theory provides conditions for individual classroom emotion readjustment for a guarantee of the openness of classroom emotional management based on the emotion interactions among peers. In the model, it fully exerts student's heterogeneity in classroom emotional management in the tolerance areas among ideal, acceptable and realistic expectancies and sets up different objects in different tolerance areas, aiming at forming the objects of classroom emotional management. In the management process, it makes clear student's developing course through such three links as emotion perception and experience, emotion expression, emotion regulation to guarantee the individual and the group proceeding from a spectator, a participant to a fugleman. In the management effect, the paper devotes to the construction of emotional management system through which students can share positive and negative emotions with peers, teachers, parents, career man and network, Moreover, the paper puts forward implementation strategies and assessment methods based on such aspects as the efficiency of subject participation, the dynamic of classroom emotion interaction, the balance of classroom emotional results and the openness of social emotion sharing.The paper finally takes classroom emotional management based on the emotion interactions among peers as the independent variable and sets classroom atmosphere, learning interest, confidence, peer relations and teaching effect as the dependent variables based on experimental model of balanced and layered design. In the experiment, students are divided into such three levels as the core, positive and peripheral participation, each level consisted of an experimental group and a compare group. The results shows that the effect of classroom emotional management based on the emotion regulation among peers is significant in amelioration of classroom atmosphere, the inspiration of learning interest, the development of confidence and peer relations and the improvement of teaching effects.