The Narrative Study Of A Primary Chinese Teacher's Educational Emotion

School is a place where people's mind meets and impacts, so the educational world is a subjective and emotional one and teachers' emotional education is an indispensible ingredient in education. Nevertheless, nowadays, the increasing utilitarian in education drives us to concentrate more on teachers' knowledge and teaching skills. As a result, teachers' professional awareness is gradually fading away from the educational field. Emotional education is not only necessary for teachers' professional growth, but also the guarantee of optimizing teaching efficiency. Besides, it not only demonstrates the teachers' charisma, but also serves as the basis for cultivation. The task of education is to prepare the children for later stages through emotional interaction. This paper, through narrative study, analyzes an excellent language teacher's emotional education in practice in a primary school. Based on relative theories, it provides strategies for nurturing teachers' emotional affection and theoretical foundation for inexperienced teachers' educational conception and behavior.The article is divided into five parts:The first part is the introduction. According to the educational status quo and the author's experience, the thesis puts forward its significance, purpose and methodology and analyzes the relative concepts.The second part focuses on Ms. W's life and study. This session briefly introduces her living conditions and learning experiences and explores their relationship with her emotional education. Her colleges' and students' comments display her real life, which lays foundations for later explanation.The third part deals with Ms. W's classroom teaching and student management. While exploring her affection for teaching from her language and nonverbal expressions such as her teaching attitude and teaching behavior, it analyzes her emotional education from her daily actions, including her affection, respect, tolerance, trust, understanding, encourage and fairness to the students.The fourth part traces her life and probes into the internal and external factors in building Ms. W's educational emotion. The important internal factors involves her personality, professional awareness, unique student and education view, the external ones the harmonious working environment and the accumulation of her teaching experience.The fifth part is the conclusion derived from Ms. W's experience: To cultivate teachers' educational emotion means the teachers' pursuing of educational emotion and the schools' constructing of campus culture as well. The teachers should get rid of professional languor and throw themselves into education; they should boost their professional ethics and perfect their personalities; they need lay stress on teaching practice and improve their emotional skills, they need get along well with students and be willing to do it. On the other hand, constructing campus culture encompasses encouraging education harmony through changing the traditional teaching mode; stimulating teachers' enthusiasm for teaching through creating humanistic environment; improving teachers' emotional awareness through conducting theoretical study and strengthening teachers' self-reflection through setting models. To conclude, only the cooperation of schools and teachers can help find the right direction of emotional education.