Research On Emotion Management Of The Kindergarten Teachers In Liangshan Prefecture

"Kindergarten education guidance program(trial)" pointed out that kindergartens should put health education in the first place,to cultivate children's healthy personality,as an important goal of kindergarten education.Preschool teachers play the role of "important others" in preschool teaching activities.Emotional management is closely related to the implementation of child-care activities,the benign interaction between teachers and children,the co-parenting of homes,the quality of kindergarten,and the physical and mental health of teachers and children.The development of emotional management of preschool teachers in liangshan state is restricted by traditional thoughts,national culture and educational mode.How to manage their own emotions,preschool teachers are facing a severe test.Therefore,improving the emotional management ability of preschool teachers can not only promote the harmony and co-education of homeland in ethnic areas,but also help to change the traditional educational concept in ethnic areas and improve the quality of preschool education.Questionnaire and interview were used to investigate the current situation of emotional management of preschool teachers in liangshan state,and the results showed that:the general level of emotional management of preschool teachers in liangshan state is medium.Among them,the level of emotion awareness was the highest,followed by the level of emotion expression and emotion adjustment,and the level of emotion application was the lowest.The specific problems in each dimension are as follows:in terms of emotion awareness,it mainly focuses on the unclear orientation of one's own emotion,the unconscious result of emotional problems,and the susceptibility to emotional infection of others.in terms of emotional expression,non-verbal expression is more than verbal expression,lack of thinking on emotional issues,unable to choose the appropriate way to vent;in terms of emotional adjustment,insufficient understanding of the value of emotional management,lack of effective regulation methods.in terms of emotional application,reasonable methods are seldom used to alleviate the generation of bad emotions.In addition,emotional management level is positively correlated witheducation,age and salary,but not with gender and teaching grade.Through the analysis of the current situation and the causes,the problems are found:shallow consciousness of emotion management;insufficient value recognition of emotion management;lack of emotional management methods.The causes are:teachers' own factors cause emotional instability;family education ignores the value of emotional management;kindergartens seldom carry out emotional management training;there is a mismatch between high social expectations and training mechanisms.According to the analysis of problems and causes,the following specific and operable strategies are proposed:Teachers lay a solid theoretical foundation;The family establishes the necessary conditions for support;Kindergartens play an effective guiding role;Society provides a reasonable security system.