A Research On Middle School Students’ Class Emotional Experience

In terms of school education, the classroom is not only the main channel ofteaching, but also the learning place of students, which bearing the heritage and createknowledge, with important mission of meeting the demand of learners’ knowledge,having a direct impact on the quality of education, influencing the development ofstudents, even the quality of the national talent. In recent years, The research ofemotional teaching psychology shows that students’ emotional experience has animportant promote or hinder role to the classical learning efficiency, which thestudents’ emotional experience phenomenon of the classical teaching situationgradually went into the vision of academic research, and it has already lifted" classicalemotional experience" research upsurge. The theme on classical emotional experiencehas acquired a series of rewarding results and is showing a striking tendency.However, currently, the study on emotional experience still has its shortcomings andlimitations which reflect on: The concept of emotional experience requires furtherdeepening; The object of study is unbalance lacking of the middle school students;The measurement tools on classical emotional experience requires furtherdevelopment; The current academic circles are mainly the theory to examine students’classroom emotional experience phenomenon, but fewer empirical research.Therefore, it is extremely meaningful and practical to carry out the educationalapplication oriented research on the emotional experience in class of the middleschool.Focuses on the shortages of previous studies, the paper starts the detailedresearch from the followings: Firstly, the concept study on the emotional experience,that is to say, we study on its concept by combining the “definition” and “feature” ofemotional experience. Secondly, On the basis of the characteristics of the emotional experience, the formulation of the questionnaire on middle school students’ classemotional experience. Thirdly, On the basis of previous studies, starting from thepractice, the formulation of the questionnaire on the influencing factor of middleschool students’ class emotional experience. Fourthly, the investigation on middleschool students’ class emotional experience. Fifthly, the experimental research onmiddle school students’ class emotional experience which consists of2studies. Study1: The effect caused by middle school students’ class emotional experience on theirmemory refreshing functions. Study2: the intervention study on middle schoolstudents’ class emotional experience---taking aversion experience as example.From the above study, the paper draws the following conclusions:1. The emotional experience is the response of emotion psychology on human’sconscious level when the objectives act on the human body. In brief, the emotionalexperience refers to the response of special emotion on human’s conscious levelexperienced by each individual. In classroom teaching, the outstanding features ofemotional experience are pleasantness, arousal, and contrariety.2.The “the questionnaire on middle school students’ class emotional experience”and “the questionnaire on the influencing factor of middle school students” classemotional experience” demonstrate high reliability and validity and can be used asthe effective measurement tools on emotional experience and influencing factor ofmiddle school students.3.The emotional experience in middle school class is various, while theindividual factor highly requires updating; The emotional experience in middle schoolclass has outstanding difference between their genders and grades; The nature ofemotional experience is in close relationship with self-evaluation of the school record;Different emotional experience in class has different influence on students’ studyefficiency, among which the rewarding experience is moved and the worst experienceis disgust. There are four factors which consist of the influencing factors of emotionalexperience in middle school’s classroom which can be listed as the follows by itsinfluence degree: students (thinking mode, learning interest, learning expectation andbehavior), teacher s(classroom emotion, teaching style, teaching attitude and linguistic style), teaching material (emotionality, relevance, familiarity and difficulty level) andenvironment (teacher-student relationship, classmate relationship, classroomatmosphere and spatial location). Among all of these influencing factors, there arethree major factors which influence the aversion emotion in middle schools’classroom. Those can be listed as follows by its influence degree: the teaching attitudeof the teacher, the relevance of teaching materials and the thinking mode of thestudent.4. In the low-level of awareness, the reaction time difference of differentemotional experience is not significant, while in the high-level of awareness,compared with neutral emotion, the reaction time in pleasant emotion lasts longer andthe reaction time in aversion emotion is significantly shorter. And in the low-level ofawareness, the difference of accuracy rate under different emotional experience isnot significant. However, in the high-level of awareness, compared with neutralemotion, the accuracy rate under pleasant emotion is higher and the accuracy rateunder aversion emotion is significantly lower.5. If the teacher extend the class time, it is easy to arouse the aversion emotion ofthe students in middle school. The three intervention strategies named evaluationignorance, expression depression and experience regulation can effectively reduce theaversion emotion of students in middle school. The aversion emotion may be relevantwith the several indexes of automatic response, such as beating range of blood volume,the beating frequency of blood volume, galvanic skin and skin temperature, etc. If theaversion emotion is aroused, the beating frequency of blood volume (heart rate) andskin temperature decreases, while the beating range of blood volume and galvanicskin increases.