Research On Micro-emotion Recognition In Cooperative Learning In High School Music Classroo

Cooperation is an essential part of human progress and development.Cooperative learning is a creative and effective teaching theory and strategy that has made substantial progress from the mid-1970 s to the mid-1980 s.This study attempts to integrate the identification of micro emotions into the cooperative learning process of high school music classroom teaching,observe the changes of students’ micro emotions through classroom teaching records,and take these changes as classroom teaching feedback.Teachers should make timely adjustments and reactions to these classroom teaching feedback,so as to promote better progress of cooperative learning.The effect of improving the classroom teaching efficiency of cooperative learning.In recent years,many potential applications of micro-emotion recognition have emerged.The identification and analysis of micro emotions has become a relatively new research topic in the fields of education,clinical diagnosis,business and criminal investigation.Human psychology is very subtle,but such subtle changes are often reflected in emotions.Emotion can be divided into three parts: physiological arousal,subjective experience and external performance.Starting from the external expression of emotions,this study divides the external expression into three dimensions: facial expression,posture expression and intonation expression.It is devoted to studying the subtle changes of emotions-micro emotions,and applies the identification and exploration of micro emotions to the four interaction types of cooperative learning interaction theory in high school music classroom teaching.Through the identification of students’ external expression(expression)changes,explore the students inadvertently reveal or try to hide the real emotion.The research object of this study is high school students.High school students themselves are a special group.They have just entered adolescence and their mental development is not mature enough.In classroom teaching,students sometimes do not show emotion,good at disguising their emotions,so that teachers in the classroom teaching is difficult to find out the true idea of students.Moreover,when teachers and students get along,teachers sometimes find it difficult to express their emotions accurately,thus making themselves in a passive position.Based on this,in the literature review,the present situation of emotion education in high school music class,the interactive view theory of high school music cooperative learning research,and the theoretical basis for the division of three dimensions of micro emotion and micro emotion are discussed in detail,providing theoretical support for the following research.Aiming at the relationship between cooperative learning and micro emotions in high school music classroom teaching,as well as the identification of external performance changes from what perspectives can better promote cooperative learning in high school music classroom,this study conducted in-depth research from the perspectives of emotions as interpersonal communication tools,emotional experience and emotional regulation.The teaching practice of this research is based on two real classroom teaching records in which I served as the teacher during my postgraduate internship.The first lesson teaches "Yellow Water Ballad" in the Yellow River Canto,and the second lesson teaches "Classical Music".The classroom teaching records of the two lessons correspond to the contents of Chapter 4 and Chapter 5 of this study respectively.In Chapter 4,it lists the changes in external performance that may occur in the interactive process of cooperative learning in high school music classroom teaching and corresponds to the changes in external performance of students in the classroom recording of "Yellow River Ballad" in the Yellow River Canto.This paper makes a specific analysis of the micro emotional changes of students and the responses that teachers should make in time when such changes of external performance occur.Bold assumptions were made on the important factors affecting students’ micro emotional changes(the presentation form of teaching content,such as text,audio,video and pictures)and conclusions were drawn.The conclusions were put into practice and verified in Chapter 5.After reflection and searching for deficiencies,in Chapter 5,this study uses a complete classroom teaching record to modify the deficiencies of the first class period,and analyzes the micro emotional changes of students in a complete classroom teaching record,as well as the teacher’s coping strategies.This study draws the following conclusions:1.The presentation form(text,pictures,audio and video)of the teaching content in high school music class is an important factor affecting the micro emotional changes of students.In PPT courseware for teachers’ teaching,teaching design should be carried out in advance for the presentation form of teaching content,and the presentation form should be combined with each other as far as possible,so as to avoid too single form,which is easy to cause visual fatigue to students.For example,weak eyes,less eye contact with the teacher,lazy sitting posture,attention fatigue and inconcentration,and even negative emotions,bring bad emotional experience to students.The alternate use of different forms of presentation can effectively regulate students’ attention.In the case of visual fatigue,teachers can speed up the explanation of this part of content and proceed to the explanation of teaching content in another form as soon as possible,so as to attract students’ attention and improve the learning efficiency and attention of students in the interactive process of cooperative learning in class.2.The identification of micro emotions is incorporated into the four interaction types of cooperative learning in high school music classroom teaching.The teacher will take the identified micro emotional changes as important classroom teaching feedback(for example: Whether students are interested in the teaching content,how well they have mastered the content taught in class,whether the difficulty of the teaching content is acceptable to them,etc.),and take timely measures according to the different micro emotional changes of students(for example,grasp the difficulty of asking questions in class according to students’ grasp of the teaching content;If it is found that students lack interest in the teaching content,the teacher can adjust immediately in class to stimulate students’ interest in learning.If it cannot be completed in class,the teacher can adjust in the preparation process before the next class teaching,etc.),and implement the teaching activities with "students" as the main body into every link of classroom teaching.3.When students have negative emotions,teachers can play an important role in regulating their emotions.In the process of music classroom teaching,teachers can adjust students’ negative emotions in a timely manner through the emotion regulation strategy of cognitive reappraisal and the "cognitive change" process of emotion regulation.As for the high school students,the object of this study,who have just entered adolescence and are mentally sensitive and under great academic pressure,the communication between teachers and students should not only focus on teaching content,but also pay more attention to students’ mental health,and timely discover,guide and adjust the negative emotions of students.To sum up,in the field of education and teaching,micro emotions reveal the true emotions that students try to hide.Therefore,this study hopes to further permeate the recognition of micro emotions in the field of education and teaching,so as to better promote high school students to improve their academic performance and get healthy psychological development.