On The Negative Affective Of Teachers In Classroom Teaching Characterization And Correction Strategies

In the teaching of school education, classroom teaching is not only the most important teaching place, but also is one of the most powerful and emotional experience environment, interspersed in the mind-body communication activities in the process of affective. It is the most direct emotional experience of students, teachers and students. It is the place where teachers and students can exchange ideas and language. It had a tremendous impact for teachers and students development, and in-class relationship between teachers and students has great effect on its own and students. Therefore, in the process of education, it’s very necessary to tackle the issue of teacher-student in-class relationship which plays an influence on students.Based on the existing research results, the author will illustrate it from emotional intelligence and emotional management theory, and briefly introduced the emotional connotation, nature and characteristics of teachers in class teaching, analyzes the teachers’negative affective expression and influencing factors, further explore the correction necessity and possibility of these affective, finally proposed the correction path and strategy of teachers’negative affective.This thesis can be divided into the following six parts:Part one, instruction. This part introduced the selected topic reason, literature review, research purpose and significance of research, the theoretical basis, research ideas and methods, and the existing research analysis, and pointed out the problems and shortcomings, for the study of prepare.Part two, definition of related concepts. It defines the affective, affective of teachers, teachers’negative affective and other key concepts, and summarizes the teachers on the affective of the connotation, nature and characteristics.Part three, the type and value of teachers’affective. On teachers’affective,it makes a detailed classification on teachers’affective, and analyze the teachers’affective value.Part four, the basic characterization on negative affective of in classroom teaching. It mainly discusses the teachers’positive affective and negative affective decision, teachers in classroom teaching and teachers’negative affective, and handle negative affective types, their negative affective is mainly expressed in teachers’language and language, emotional expression and behavior. There are many type of handing this negative affectations, that is inducible, overt, hard extricate oneselfPart five, Factor analysis on classroom teaching effect of teachers’affective. The classroom teaching effect of teachers’affective factors were analyzed on the basis of in classroom teaching, negative affective into the causes are analyzed and summarized. The author thinks that influence teachers’affective factors is mainly from teachers’own subjective factors and objective factors of external environment the influence, the factors influencing teachers’negative affective form factors are:the social high praise and the reality of low harvest contrast; teachers’working burden is overweight and capacity limit contradictory of teachers’psychological bearing; new curriculum idea and evaluation of the old system of contradiction.Part six, the negative affective of teachers in classroom teaching characterization and correction strategies and suggestions. It is mainly from the emotional intelligence and emotional management theory perspective, analyzes the affection in education and teaching activities in the important role in classroom teaching, puts forward the correction of teachers’negative feelings toward the specific strategies and methods proposed, this research proposed the following countermeasures:teachers should try to construct the self conscious affective, affective of self management construction and positive affective; practicing the " heart-based" affection management concept, do a good job of staff of affective management; actively carry out the school affective culture construction, to create a healthy and harmonious atmosphere of the school culture; actively to build mutual trust, mutual acceptance of the psychological contract of teachers occupation career, carry out scientific management; improve the social from all walks of life to the school teaching activities and the teachers’job support system, set up the school and teachers’reasonable expectation.