An Experimental Study On The Effects Of Reading Intervention Activities On Reducing Negative Emotions In Second-year Junior High School Students

Eighth-grade students are entering or in the early youth,negative emotions are frequent,diverse and complex situation.The current school education attention and intervention in this situation is far from enough.Considering that students have more reading opportunities at this stage and improve their faster reading ability,this study studies the role of reading intervention on the negative emotions of eighth-grade students,starting from the reading activities.Reading intervention is an activity of individuals or groups with a certain reading ability and need to be healed,provide targeted reading materials,organize or guide them to expand reading,harmonious body and mind,and generate an ability to adjust the relationship between self and society.The relationship between reading activity and emotion has long been studied by predecessors,and there is a relatively mature theoretical system.Reading activities can directly bring to individuals with good emotional experience or adjust the individual emotions by changing the cognition,and reading activities can also shape the individual personality characteristics to affect the emotional response of the individual specific situation.According to the characteristics of the negative emotions of eighth-grade students,the actual psychological conditions and reading conditions of eighth-grade students are fully considered to design the reading plan,and implements the eight-week gradual reading intervention for the negative emotions.Experimental and control groups were set up,using the Mental Health Scale of Chinese Middle School Students and the Positive Emotion Negative Emotion Scale for measurement.The Questionnaire evaluation was carried out once before and after the experimental intervention.By comparing the questionnaire evaluation results of the experimental group and the control group,the role of the reading intervention activity on the negative emotions of the eighth-grade students was investigated.The experimental intervention is based on the characteristics of the students ’ negative emotions shown by the pre-intervention test results,and the purpose is to reduce the negative emotions of the eighth-grade students.After the intervention,typical cases are selected to interview,to investigate the source,performance of students ’ negative emotions and what aspects of reading intervention activity have a positive impact on individual emotions,and further confirm the effect of reading intervention.The results found that after the reading intervention,the mental health scores decreased,and academic stress,interpersonal tension,poor adaptation and depression factors scores decreased compared with the previous test.This shows that the students’ mental health level has been improved,and their negative emotions have been reduced to a certain extent.The case interview also confirmed that reading intervention has a certain effect on reducing the negative emotions of eighth-grade students.It can be seen that the reading intervention scheme designed by this study is effective in improving students ’emotions.Reading activities can play a positive role in students’ emotions,and educational and teaching activities can promote students ’mental health by expanding the scope of reading intervention,integrating reading materials,and optimizing the curriculum structure.