A Study On Professional Emotions Of Teachers In Primary And Middle

In the times of knowledgeable economy and lifelong learning, one’s emotions,attitude, values cultivated in the early days are more important than requiredknowledge and skills in a sense. It has been unprecedentedly evident that the functionof education in schools is transmitted from delivering knowledge to mainly laying afoundation for life in how to learn, how to live, how to behave. Teachers play animportant role in imparting knowledge and educating people. However, nowadays, inthe direction of utilitarian education and the institution of college entranceexamination, students’ graduation rates and the examination marks are direct standardin the evaluation of teachers. It is the only value for teachers to cultivate students’techniques and abilities in exam. It has been insignificant that the cultivation of hisemotions, values is compared with marks despite students exit as living people.Students under this kind of education will own high IQ but low EQ, and even worsethe shortage of humanity. It is very likely that they don’t appropriately tackle theproblems in life entering the society. In the modern society, there are some commoncharacteristics underlying some anti-education phenomena: crudity in human nature,insensitive feelings and shortage of beautiful emotions in mind. They have becomeshortcomings in our education. The nature in education lies in cultivating healthypeople physically and mentally. While it has been neglected that education inhumanity and cultivation in emotions can not catch up with a mark in college entranceexamination. This needs us truly think over our education. Teachers are one of mainparts in the activity of education and the key factor in emotional cultivation. Moreover,in the modern development of profession of teachers, the sense of putting technologyand reason in the first place has been changed gradually so that people regardeducation from singly laying emphasis on the professional technology to emotionsbeyond technology, such as education of ultra-utilitarian. Therefore, we need thinkover emotions of profession of teachers.In the psychological and philosophical studies, emotions as stable philosophicalstate enable to go into human’s behavior and control it so that they are regarded as themotive power in stimulating and guiding it. Teachers’ professional emotions are akind of important impetus in the course of education and teaching andself-development. Western scholars’ studies showed that teachers’ emotional features (not teachers’ cognitive features) are most clearly able to distinguish teachers’ abilities.This study elaborates and analyses emotional problems in profession of teachers inprimary and middle school in our country on the theoretical basis of emotionaltheories in psychology and philosophy, in the main method of real proven studies andthrough respectively making questionnaire surveys on students in normal schools andteachers in primary and middle schools. Student teachers need good professionalemotions as a support because they are going to become real teachers at the post ofeducation and teaching. The results in the survey on normal schools show that theteaching profession attracts little attention of student teachers; men teachers relativelyhave lower professional identity and willing to teach than women teachers. Thereasons are: firstly, normal schools attach importance to professional knowledge andcultivation of educational and teaching skills in cultivating students and lack ofeducation of professional emotions of students in normal schools. In addition, lowerenthusiasm and recognition of profession of teachers working in primary and middleschools show that it is very common that these teachers lack of professional emotionsand need to cultivate and promote them. This text holds the view that the cultivationof professional emotions of teachers needed to begin with the students in normalschools. First, this needs that the combination of the subject’s characteristicspermeates education of professional emotions in teaching every specific subject.Second, this needs to strengthen the intensity in the course of teaching internship,lengthen the practice time so that student teachers can fully know themselves in career,form the career awareness and establish professional ambitions in the practical stage.It is the first right step towards the real teaching post. In teachers’ career, thecultivation of professional emotions should be a sequential behavior. This needs thesupport of mixed powers in many aspects. In the first place, the cultivation ofprofessional emotions of teachers needs to build a reasonable platform to promote theattraction and fame in teachers’ profession and attract excellent talents to becometeachers. This is material security of cultivation of professional emotions. In thesecond place, personal active cognition of teachers is the key point in emotionalcultivation and promotion. Cultivation of professional emotions of teachers expressesspecifically the improved professional identity and self-awareness of teachers,continuous learning and improving. Last, according to sociological studies, emotionsnot only provide people with power, but also make people behave in the way ofcultural anticipation in satisfying situations, and emotions give cultural criterion andrules power. Therefore, in regulation aiming at teachers’ high-level demand, schools establish “soft” management philosophy corresponding to system management.On the basis of system management, the soft environmental effects of teachers’regulation are formed blending emotional management.