Investigation On The Present Situation Of Professionalism And Classroom Teaching Emotion Of Special Education Teachers In G Province And Its Relationship

The professionalism and the classroom teaching emotion are an important factor that affects the development of teachers' career,and the special education teachers group no exception.The professionalism and the classroom teaching emotion of special education teachers play a very important role in the course of their career.This study,taking the special education teacher of G province as the research object,reveals the present situation and the relationship between the professionalism and the classroom teaching emotion of the special education teachers in G,with a view to improving the professionalism of the special education teachers and improving the emotional experience of the classroom teaching.Let special education teachers gain more sense of teaching efficacy,sense of achievement and competence in the course of teaching.The purpose of this study is to investigate the professionalism and the classroom teaching emotion of special education teachers in G Province by using the self-designed questionnaire on the professionalism of special education teachers and the revised teaching emotion questionnaire of the teacher.And a semi-structured interview is carried out on the selected principal and the special education teachers.Then,the present description and the demography characteristic analysis of the professionalism and the classroom teaching emotion of the special education teachers are carried out,and the prediction effect of the professionalism on the classroom teaching emotion is also discussed.The following conclusions are drawn:(1)The revised postteacher's classroom emotion questionnaire is composed of two dimensions of positive emotion and negative emotion,which has good faith and validity and is suitable for the investigation of the classroom teaching emotion of special education teachers.The self-made professionalism for special education teachers is composed of three dimensions: professional concept and teacher's morality,professional knowledge and professional ability.The questionnaire is of good validity and is suitable for the investigation of the professionalism of special education teachers.(2)The professionalism level of special education teachers in G provice is at a middle level,and the level of professional knowledge in three dimensions is relatively low.There is a significant difference in the level of professional knowledge of different gender teachers.There is a significant difference between the professionalism,the professional concept and teacher's morality level,the professional knowledge level and the professional ability level of the different special teaching and teaching age,any teaching section and the geographical position of the teaching school.There are significant differences in the level of professional competence and the level of professional knowledge of the teachers with different titles.There are significant differences between the professional concept and the teacher's morality level and the level of professional knowledge of the different current-level teachers.The professional concept and teacher's morality level of the different educational background teachers is significantly different from the level of professional ethics,the level of professional knowledge and the level of professional competence.There are significant differences between the professionalism level,the professional knowledge level and the professional ability level of the different educational target teachers.(3)The classroom teaching emotion experience of special education teachers is mainly positive,and the negative emotion experience of classroom teaching is relatively small.In particular,the emotional experience of the classroom teaching of special education teachers is the main,the second is anger,and the anxiety is relatively small.The experience of the female teacher is more and more angry than the male teacher.The experience of the high-title teacher's classroom teaching is significantly higher than that of the primary and middle-level teachers.The degree of anger experienced by the junior college degree teachers is significantly higher than that of the teachers.Other professional background teachers have experienced significantly more anger than special education professional background teachers.The teacher experience of the students with developmental disorder is significantly more than that of the deaf-mute students.There are no significant differences in theexperience of the classroom teaching,the anger and the anxiety of the teachers of different teaching age,the teaching section and the teaching school.(4)The professionalism,the professional concept and teacher's morality,the professional knowledge,the professional ability,and the various fields are positively related to the happy emotion of the classroom teaching.There is a negative correlation between the professionalism,the professional concept and teacher's morality and the anger of the classroom teaching in many fields.There is negative correlation between the profession concept and teacher's morality and the anxiety of the classroom teaching in many fields.(5)The professionalism of special education teachers has a significant predictive effect on the happy emotion of classroom teaching,and the professional ability has a significant predictive effect on the happy emotion of classroom teaching.The ability of communication and cooperation,the attitude and behavior towards students have significant predictive effect on the happy mood of classroom teaching.The professionalism of special education teachers has a significant predictive effect on classroom teaching anger,the professional concept and teacher's morality has a significant predictive effect on classroom teaching anger,and personal cultivation and behavior have a significant predictive effect on classroom teaching anger.The professionalism of special education teachers does not have a significant predictive effect on classroom teaching anxiety,while the professional concept and teacher's morality and professional ability have a significant predictive effect on classroom teaching anxiety.Personal cultivation and behavior,educational and teaching design ability have a significant predictive effect on classroom teaching anxiety.According to the conclusions of the study,the researchers put forward some suggestions to improve the professionalism of special education teachers,so as to improve the classroom teaching emotion experience of special education teachers.