Research On Teachers’ Emotion Experience In Teaching Life

After years of exploration and practice, a new round of basic education curriculum reform has made substantial progress.Teacherswho are the key to curriculum reform into practicefinally decide the implementation of curriculum reform. In terms of education group including teachers and students, if teachers are “absent”, it is hard to decide where to start from? Teaching as the teachers’ life activity, neither in life, nor outside life, but be itself. Focusing on the teachers’ whole life, pursuing the teacher’s inner world and giving the life value are the inevitable trend of the new curriculum reform.In order to analyze teachers’ emotion experience in teaching life, this study introduces Canadian educator Max van Manen’s “the structure of life world” which is very constructive. On the basis of the teaching life, this study is to define the teachers’ emotion experience and reveal the significance of the education. This study“teachers’ emotion experience in teaching life” refers to: teachers as the main part of teaching activities have all kinds of profound internal feelings on space(classroom and school), time(teaching time and individual time) and the relationship between teachers and students. These feelings which are discussed chapter by chapter are from not only intuitive comprehension but also the rational thinking.On space(classroom and school) level, in a sense, it often contains some more profound significance. The classroom is a dynamic generative space, and the school is a “heterotopia” space. On time(teaching time and individual time) level, the teachers’ life value will continue to spread in the stream of time. The teachers’ view about weak cycle time is hidden in the view about one-way linear time, while the individual time shows the characteristics of fuzzy boundaries. On relationship between teachers and students level, the author has the strongest feeling that is the joys and sorrows of teachers are all from students through observation and communication. Therefore, sympathy should become a form of expression of teachers’ love, and students’ true feelings towards teachers arethe important source of teachers’ happiness.Through the analysis of teachers’ emotion in their teaching life, interaction between teachers and students which is supported by education belief is full of kind of humanistic care. With the kind heart and belief, teachers experience the true happiness in the close relationship. Therefore, teachers regain education belief to get more positive emotion experience. If reality is hard to provide teachers with enough time and space, it is impossible to realize the value of education. Even with plenty time and space, if we cannot create the value of education corresponding to time. and space, the value of education is still difficult to achieve. Hence creating cultural atmosphere which reveals subjective value and providing teachers with “time-space” environment which can help realize subjective value calls for the supports from all external forces and teachers’ full potential. The only thing that will achieve “environment educates people, education keeps people” is this environment which is beneficial to teachers’ own development and self –realization.