A Study On The Current Situation Of Chinese Academic Emotions Of The Senior Students In Primary School

In the learning process of learners,emotions run through the whole process.The emotions of senior primary school students are increasingly rich and fluctuating,and they often carry out corresponding learning activities around their own emotions.Positive academic emotions enable students to be more active in learning.Along with the development of academic emotions domain-specificity,scholars of specific disciplines related research,the academic emotions of Chinese subject,as one of the core subjects,compared with other disciplines,has a more dominant cultural and emotional factors,therefore more need to pay attention to the students in the language learning context of the integration of emotion,on this basis,this article through to the Chongqing S area high school section of the current situation of students' Chinese academic emotions were investigated,explore the problems,put forward the corresponding countermeasure,by cultivating high school students positive language academic emotions,let the students better language learning.Based on the cognitive motivation theory,control theory of value,Maslow's hierarchy of needs theory as the theoretical basis,mainly adopts questionnaire survey,in Chongqing S area A,B,C 566 high period of students of three elementary school as the investigation object,from the positive high arousal Chinese academic emotions(proud,happy,hope),active low arousal Chinese academic emotions(relaxed,calm,meet),negative high arousal Chinese academic mood(anger,anxiety,shame),negative low arousal Chinese academic emotions(depressed,tired,helpless and upset-fatigue)four dimensions to investigate high school section of the current situation of students' Chinese academic emotions;Combined with the observation method,the paper observed the students' specific performance of Chinese academic emotion in the four aspects of Chinese classroom learning,Chinese homework,Chinese examination before and after,and learning Chinese academic performance.In addition,six senior Chinese teachers were interviewed from the aspects of teachers' understanding of Chinese academic emotion,the influencing factors of Chinese academic emotion of seniorprimary school students,and the methods and strategies of cultivating positive academic emotion of senior primary school students.Six senior primary school students were interviewed from the aspects of the factors affecting their Chinese academic emotions and the adjustment of their negative Chinese academic emotions.From the survey results,it can be seen that the Chinese academic mood of the senior grade students is generally positive.There are significant differences in gender and class cadre status.At the same time,it is also found that there are the following problems: on the level of positive Chinese academic emotion,the senior grade students experience relatively less satisfaction and relaxation emotions;On the level of negative academic emotion,there are more feelings of anger and boredom.Boys in senior grade school tend to have negative Chinese academic emotion.Not as a class cadre of primary school senior students Chinese academic mood is negative.According to the problems existing in the students' Chinese academic emotion in the senior grade of primary school,it can be divided into three aspects: teachers,students and parents:To analyze the causes of these problems.The teacher aspect: the teacher's teaching way method is unitary,lacks to the student study method instruction;Teachers have a single way of evaluating students and pay little attention to some students.Students: students lack the consciousness of language learning,less experience the sense of achievement;Students' inappropriate attribution style,lack of awareness of regulating their own negative emotions.Parents: parents have high expectations for their children's academic performance;Improper parenting.Based on this,from the teacher,the student,the parents three aspects proposed the corresponding countermeasure raises the elementary school high section student positive Chinese academic sentiment.Teachers: optimize Chinese classroom teaching and mobilize students' positive academic emotion;To create a good language learning atmosphere and establish a harmonious relationship between teachers and students;Pay attention to the Chinese academic emotion of different groups of students.Students:enhance the consciousness of language learning,language learning achievement;Learn to regulate your emotions and maintain a peaceful state of mind.Parents: give reasonable expectations for their children's studies and adopt correct parenting methods;Attach importance to family education,stimulate children's interest in learning Chinese.