Research On Emotion Management Of Teachers In Public Kindergartens ——Taking L District Of Q City As An Example

According to the relevant documents issued by the State Council in 2018,the proportion of public kindergartens should be continuously expanded,and the proportion of public kindergartens should reach 50% by 2020.According to the national education statistics released by the Ministry of Education in March 2020,the proportion of inclusive kindergartens in my country has exceeded 80%,which means that the proportion of public kindergartens is increasing,and it also highlights the Ministry of Education.The determination to expand public kindergartens.With the continuous growth of the number and quality of public kindergartens,the quality and ability of kindergarten teachers are further improving.In the daily work of kindergarten teachers,the ability of emotional management of kindergarten teachers is two-way.On the one hand,it affects the development of children’s emotional intelligence and children’s ability to perceive things;on the other hand,it affects the development of teachers themselves.Therefore,it is necessary to analyze the current situation of emotional management of teachers in public kindergartens,study the problems existing in their emotional management,and explore suitable strategies for emotional management of teachers in public kindergartens.This study analyzes the previous research results on the emotional management of public preschool teachers,and analyzes the problems existing in the six dimensions of emotional awareness,emotional expression,emotional adjustment,emotional use,emotional control,and emotional evaluation of preschool teachers’ emotional management: The overall emotional perception ability generally needs to be improved,the self-emotional adjustment ability is relatively poor,the emotional expression ability is difficult to adapt to the actual work,the work emotion control ability is mostly lacking,the use of emotions is not effective in helping work,and the self-emotional evaluation situation is mostly known less than six aspects.Targeted attributions are made for the existing problems: first,the preschool teachers themselves do not pay enough attention to the development of emotional management ability;second,the reserve of knowledge and methods related to emotional management of preschool teachers is weak;On the surface,the fourth is that the kindergarten’s emotional management training system for preschool teachers is not perfect,and the fifth is the lack of social support for public kindergarten teachers’ emotional management.Finally,this study puts forward corresponding countermeasures for the problems existing in the emotional management of public preschool teachers: from reconstructing preschool teachers’ emotional cognition and professional beliefs,enriching preschool teachers’ theoretical knowledge of emotional management,and strengthening preschool teachers’ practical ability of emotional management.Improve the comprehensive ability of kindergarten teachers’ emotional management in an all-round way;improve the work system of kindergarten teachers’ emotional management from three aspects: enhance the kindergarten’s humanistic care for teachers,establish a training system for kindergarten teachers’ emotional management,and improve the institutional system to support teachers’ emotional management;Communication strengthens mutual understanding and enriches the form of home-based activities to enhance mutual trust.To achieve mutual understanding between teachers and families through home-based co-education;to build a socialized support system for preschool teachers’ emotional management from two aspects: improving social cognition and establishing a socialized assistance mechanism.