A Study On Academic Emotion And Influencing Factors Of Physical Normal Teacher

About study, life, work and other problems of the free norma students caused the extensive concern of the society from all walks of life since the years of policy implementation. Countries want to improve teachers’ quality by this policy and develop the education in rural areas in our country, especially in poor and backward the Midwest, realize the balanced development of education in our country. Natural the learning situation of free normal students has a close relationship with the quality of the implementation during the period of school. While students’ emotional experience in the learning process directly affects the subsequent learning attitude and subjective initiative, and then reflect on the learning effect. Knowing Academic emotions status quo of free normal students and various factors of affecting academic emotions,the finding the way to improve. It is very significant to cultivate free normal students good academic emotions.This study selected sophomore, junior, senior free normal students as the research object at shaanxi normal university physics,and self-compiling the physical free normal students academic emotions questionnaire and influencing factors questionnaire. refer to established academic emotions questionnaire from Yu Guo Liang, Ma Hui xia, zhao Guo fang combined with physical free normal this specific subject characteristic of special groups, And through the issuance of questionnaires, recycling, and the prediction analysis test the last revision of the formal questionnaire. By means of the results of academic emotions questionnaire、influencing factors questionnaire and the analysis of the correlation between them, The following conclusions:1. Normal students in addition to experience more positive academic emotions, the existence of the negative academic emotions also nots allow to ignore in the usual learning, especially anxiety, shame, anger and disappointment of these four specific academic scores were greater than the middle score3. In the academic emotions, there is significant grade differences in the positive high arousal dimension and negative high arousal dimension. It was no significant grade differences in the other two dimensions; And academic emotions four dimensions are not exist differences of gender and family home.2.Through the analysis of physical free normal education emotional factors affecting the percentage of each item on each option and academic emotions and academic emotions all dimensions the correlation between the influence factors of each item analysis, it is concluded that the influence factors of physical free normal academic emotions have diversity and the influence degree of various factors on the academic emotions are also different.3.Influencing factors of physical free normal students academic emotions divide into personal factors and environmental factor, mainly include:Personal factors:the motivation of free normal individuals to enter oneself for an examination, interest in professional course study, learning time, the Recognized degree in physics professional course and professional self, learning objectives, academic self-efficacy and cognitive ability, attribution style, the will of continueing to study, to evaluate the value of learning tasks.Environmental factors:family economic conditions, difficulty of the class, the level of the lecturer, whether or not often get help from others in learning,class study atmosphere, learning resources, The teachers’ treatment.4.Aiming at the various factors give suggestions affecting physical free normal academic emotions from policy perfection, the improvement of the school education teaching environment,and the self-quality of free normal students improving Suggestions, etc.5.This study is not enough fine and overall in terms of preparation and analysis of the questionnaire, the results of the study is also limited, newcomers can do further research from the above three aspects.