摘 要
《中小学班主任工作规定》中有明确的规定：教师是学生身心健康成长的指导者，是学生成长过程中不可缺少的一环。在学校和中学，班主任是一个很有地位的职位。情感角色具有较大的挑战性，是造成教师工作表现出较高的情感劳力，并不愿意担任教师职务的主要原因。将情绪扮演作为焦点，也就是小学班主任的情绪管理行为，将其与外部环境的交互进行了关注，可以将其分析出，其情绪管理行为分为三种类型。具体表现为：压抑自我情感以适应外在要求，展示自我情感以忽视外在要求，逃避外在要求。情感劳动是指在工作中，个人对自己的情绪展开了必要的调整与管理，以表达组织要求的特定情绪的过程。在教学实践中，教师的情感劳动不但对自己的身心发展起着重要作用，而且还会对学生造成一定的影响。对农村小学教师来说，由于自身物质条件和职业发展等因素的制约，使他们的情感劳动更加复杂。所以，开展农村小学教师情感劳动的研究是非常有必要的。
关键词：小学语文教师；情绪劳动；情绪管理
A brief analysis of the current situation of emotional labor and emotional management of Chinese homeroom teachers in rural primary schools
英文姓名
Directive teacher:×××
Abstract："Primary and secondary school class teacher work regulations" has a clear provision: teachers are the guidance of students' physical and mental healthy growth, is an indispensable part of the growth process of students. In schools and secondary schools, the head teacher is a position of great status. The emotional role is more challenging, which is the main reason why teachers show higher emotional labor and are not willing to take the position of teacher. Taking emotion acting as the focus, that is, the emotion management behavior of the head teacher in primary school, and paying attention to its interaction with the external environment, it can be analyzed that its emotion management behavior can be divided into three types. The specific performance is: suppressing self-emotion to adapt to external requirements, showing self-emotion to ignore external requirements, escape external requirements. Emotional labor refers to the process in which an individual makes necessary adjustment and management of his or her emotions in order to express the specific emotions required by the organization. In teaching practice, teachers' emotional labor not only plays an important role in their own physical and mental development, but also has a certain impact on students. For rural primary school teachers, their emotional labor is more complicated due to the constraints of their material conditions and professional development. Therefore, it is very necessary to carry out the research of rural primary school teachers' emotional labor.
Key words: Primary school Chinese teachers; Emotional labor; Emotion management
目 录
一、引言 1
二、核心概念及理论基础 1
（一）情绪劳动 1
（二）情绪系谱学理论 2
三、小学语文教师情绪劳动现状分析 2
（一）教师情绪劳动的知觉分析 2
（二）教师情绪劳动的表层行为探析 3
（三）教师情绪劳动的自然行为探析 3
四、小学班主任的情绪管理表现 4
（一）班主任情绪管理行为的集中表现 4
（二）压抑自我情绪适应外部要求 4
（三）展示自我情绪漠视外部要求 5
（四）回避自我情绪逃离外部要求 5
五、班主任的情绪压力疏解与情绪劳动提升建议 6
（一）教师个体情绪调节策略 6
（二）校方组织氛围优化策略 7
（三）家长方面家校共育策略 7
结论 7
参考文献 8
致谢 8
