Research On Current Situation,Problems And Promotion Strategies Of Emotional Management Ability Of New Teachers In Kindergartens

3-6 years old is an important stage for the rapid development of children's body and mind.In this process,young children show obvious characteristics such as easy to be infected,imitative and teacher-oriented.Therefore,kindergarten teachers naturally become the object of children's imitation and learning.The emotional state presented by teachers in the face of problems will also have a subtle influence on the formation of children's emotional management ability,the shaping of good personality,and the development of social communication skills..As high-emotional work profession,kindergarten new teachers face pressure from society,parents,schools,and children.In addition,kindergarten new teachers have short entry times,lack of experience,and lack of self-confidence.Therefore,how to balance various aspects The pressure to manage your own emotions is a serious test for kindergarten new teachers.At present,most of the researches on teacher's emotional management ability are based on the primary and secondary school teachers,and there are few studies on the emotional management ability of kindergarten new teachers.Therefore,a total of 218 new-handed teachers and 207 skilled hand-type teachers from 15 kindergartens in Wuhu City,Anhui Province were selected for the study,from the four dimensions of emotional management ability: emotional awareness,emotional expression,and emotional regulation.An empirical investigation of ability and emotional application ability.First of all,from the results of the questionnaire survey: the overall level of emotional management ability of kindergarten new teachers is good,but the level of the four dimensions is uneven,with the highest score of emotionalawareness and the lowest score of emotional application ability.In addition,through a comparative study with skilled teachers,it is found that the emotional management ability of kindergarten skilled teachers is significantly higher than that of new teachers,but there are still differences between the four dimensions.Secondly,combined with the interview results of five new teachers and five skilled teachers: First,the new teachers themselves,school,family and society are still the main factors affecting the emotional management ability of new teachers;The negative emotions of new and mature teachers are different.The negative emotions of new teachers mainly point to the control and cooperation of young children,while the negative emotions of skilled teachers mainly point to the quality and quality of teachers and children.Finally,based on the content of positive emotional experience and the shaping of positive personality,this study puts forward the feasibility of the new teachers themselves,school,family,society and other influencing factors:First,change the thinking style of new teachers,Constructing new students' cognitive attribution;Second,changing school management methods and strengthening humanistic care;Third,Establishing reasonable expectations and realizing family education;Fourth,maintaining a harmonious family atmosphere and increasing understanding and support for new teachers;Improve social cognition and improve the status of new teachers.In order to alleviate the negative emotions of new teachers,the focus is shifted to enable new teachers to obtain positive emotional experiences and cultivate positive personality traits of new teachers.