A Comparative Study On Novice-Expert Teachers' Classroom Emotion Work In Junior Middle School

Teachers'emotion work is the control and regulation of emotional experience and expressions that company the whole classroom teaching process. After sufficient study of teachers'cognitive abilities, it is getting more and more attention. On the basis of carding the associated research, this study put forward the concept of teachers'classroom emotion work, carried out the comparative research on novice-expert teachers, aiming to understand the external behavior,machining features,antecedents variables,consequences variables of teachers'emotional work. The whole study consists of three empirical studies.The first study adopted video analysis method using the self-made emotional behavior observation table to explore the external behavior features of novice-expert teachers'classroom emotion work. The result showed that the external emotional behavior was displayed by three facial expressions mainly: ocular,space distance and mouth expression. The facial expressions'frequency in initial time was significantly higher than middle time and end time. Compared with novice teachers, the classroom expressions richness and felicitousness of expert teachers'was better, reflected by the distribution and significant differences.The second study explored the machining features of different sex and teaching levels, analysed the relation of emotion work strategies, and regulatory effect of teaching efficiency. The result showed that sex and teaching levels didn't influence the coding,explanation and evaluation ,however on the stage of strategy generating and execution, the expert teachers were obviously better than novice teachers. Teachers'emotion work can predict job burnout, teaching efficiency can regulate their relationship to some extent,especially among novice teachers.The third study adopted the qualitative method to interview novice and expert teachers from the three aspects: classroom emotional experience,the relationship of emotion work and learning result and the influence of personality, in order to corroborate and complement the results of former empirical studies.