Investigation And Research On The Current Situation Of Primary School Teachers' Emotion Management In Classroom Teaching

People are emotional animals.All human cognition and behavior must be accompanied by the subjective emotional experience of the individual.Everyone can't get rid of the emotional influence.Teachers are the main body of educational practice activities and the instructors of student learning activities.The emotional changes of teachers in classroom teaching affect the teaching process,the atmosphere of teaching and the effect of teaching.Primary school students have special characteristics in the process of physical and mental development,which requires primary school teachers to have a positive and stable emotional state.Teachers' stable emotions are not only related to their physical and mental health,interpersonal relationships,professional development,but also affect the physical and mental health of primary school students.However,in recent years,because teachers can't control their emotions well in the classroom,the incidents that lead to physical and mental harm to teachers and students are endless.Therefore,the emotional management of primary school teachers' classroom teaching is a problem worthy of discussion and research.This study uses the literature method,questionnaire survey method and interview method to investigate the current situation of emotional management in classroom teaching of T-S primary school teachers.Firstly,based on the relevant literatures at home and abroad,the questionnaires are compiled according to the four dimensions of teaching organization regulation,teaching evaluation and regulation,teacher self-emotion regulation,and student emotion regulation.Secondly,96 first-line teachers of T-S primary school are issued.Questionnaires,conduct surveys,and combine in-depth interviews with teachers and students to understand the current situation of teachers' classroom teaching emotional management and the difficulties faced by teachers in managing emotions.Through the investigation,the following conclusions are drawn: Firstly,from the perspective of emotional management,the teachers' ability to use the teaching organization strategy and teaching evaluation strategy to regulate students' classroom emotions is higher than that of teachers' self-classroom emotions.Second,the The teacher's classroom teaching emotional management status has nothing to do with the teacher's gender,but it is positively related to the teacher's academic qualifications and on-the-job status.Thirdly,in the classroom teaching,the school teachers have different degrees of problems in self and student emotional regulation.In response to the aboveproblems,the author puts forward some strategies and suggestions from teachers,schools,society and government,on the basis of comprehensive consideration of the factors affecting teacher's classroom emotional management,hoping to awaken more educators.The importance of teachers' emotional management issues.