Study Of Learning Emotions In An Inquiry-based Classroom Environment

The study of learning emotion is an essential component of students’ learning psychology,which plays a pivotal role in students’ academic growth and development.An in-depth examination of students’ emotional learning activities within the context of the current educational environment is crucial for advancing innovative educational teaching methods and fostering transformative changes in education and teaching.This study investigates the development of learning emotions in an inquiry-based classroom environment,using empirical evidence gathered from real classroom teaching contexts.The study is guided by the research concept of Learning Technology(CTCL)and focuses on the classroom environment.The inner mechanism of the development of learning emotions is explored and condensed.The study is innovative in terms of its perspective and methodology.The main research question is: ’How does the inquiry-based classroom environment affect students’ emotional learning?’ The research focuses on the following issues:(1)The study proposes a method for characterizing the learning of emotions and developing an observation and analysis scheme for learning emotions that can be applied in an inquiry-based classroom environment.(2)A model of the influencing factors of learning emotions in an inquiry-based classroom environment will be constructed and validated using various empirical research methods.(3)Based on the theoretical foundations of empirical research and the theory of the chain of interactional rituals,we will refine the mechanism for improving learning emotions and facilitating learning in the inquiry-based classroom environment.The study adheres to the empirical research paradigm and utilizes various research methods,including questionnaire surveys,classroom observations,quasi-experiments,and statistical analyses such as Structural Equation Model,Regression Analysis,and Lag Sequential Analysis.The research process focuses on the research content mentioned above.Firstly,the study examined the fundamental components of learning emotions,constructed a representation structure.Then,it combined these with the characteristics of the inquiry-based classroom environment,selected appropriate emotion measurement methods and developed an observation and analysis plan for learning emotions in this environment.Secondly,this study examines the relationship between classroom environment,learning emotions,and learning behaviors.The focus is on learning emotions,and the study identifies the factors that influence them.The study constructs a hypothetical model of the factors that influence learning emotions in an exploratory classroom environment.Data is collected through questionnaires,and the model is verified through data analysis.The study collaborated with S School in S City to design and implement classroom teaching on the topic of ’density of matter’ in two natural grade 8 classes.The study then compared the influence of the inquiry classroom environment on students’ learning emotions with that of the traditional lecture and practice classroom.Finally,this study summarizes and refines the mechanism for improving learning emotions to promote learning in inquiry-based classroom environments.The study is based on the theories of Interaction Ritual Chains and the Self-Determination Theory.Additionally,a classroom teaching experiment was conducted in a natural class of eighth-grade students at a cooperative school to test the effect of improving learning emotions in inquiry-based classroom environments.The following conclusions were drawn from the study:(1)Learning emotions can be characterized along three dimensions: pleasure,arousal,and convergenceavoidance,and are analyzed through a combination of observation of episodic expression and measurement of physiological arousal;(2)The variety of learning supports provided by the inquiry-based classroom environment,both physically and socially,which conditions the interactions of the student groups,is a major factor in positively influencing learning emotions.(3)The inner mechanism of the inquirybased classroom environment for improving learning emotions is to support deep interaction among student groups and activate the mechanism of ’emotion sharing’within the groups.Teaching experiments have shown that an inquiry-based classroom environment designed for enhanced cooperation can effectively improve students’ emotional engagement,increase their participation in learning,and enhance their performance.