摘要
Contents
Chapter One Introduction
1．1 Background of the Research
1．2 The Purpose and Meaning of the Research
1．3 Structure of the Thesis
Chapter Two Literature Review
2．1 Basic Concepts of Emotional Labor
2．1．1 The Bringing Forward of the Concept
2．1．2 The Development of the Concept
2．2 Theoretical Foundation
2．2．1 Hoehschild’s Emotional Labor Theory
2．2．2 Salovey and Mayer’s Emotional Intelligence Theory
2．2．3 Gross’s Emotion Regulation Theory
2．3 Research Situation at Home and Abroad
2．3．1 Foreign Research
2．3．2 Domestic Research
Chapter Three Research Methodology
3．1 Research Questions
3．2 Research Subjects
3．3 Research Instruments
3．3．1 Questionnaire
3．3．2 Interview
Chapter Four Result and Discussion
4．1 The Current Situation of High school English Teachers’Classroom Emotion Regulation Ability
4．1．1 The Overall Level of High School English Teachers’Classroom Emotion Regulation Ability
4．1．2 The Variance Analysis of High School English Teachers’Classroom Emotion Regulation Ability
4．2 Discussion
4．3 The Interview Result
4．3．1 High School English Teachers’Classroom Emotional Problems
4．3．2 The Influential Factors of High School Engfish Teachers’Classroom Emotion Regulation
4．4 Brief Summary
4．5 The Suggestions to Improve Teachers’Abifity ofEmotion Regulation
4．5．1 Teachers’Self-regulation Strategies
4．5．2 Schools’Related Measures
Chapter Five Conclusion
5．1 Major Findings of the Research
5．2 Limitations of the Research and Suggestions for Further Research
Appendix 1 The Questionnaire of High School English Teachers’Classroom Emotion Regulation
Appendix 2 The Interview Outline
Bibliography
Acknowledgments
声明
