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The Significance and Effective Methods of Teachers' Intervention in Students' Emotion Management under the COVID-19

Ziwen Cui


In 2020, the covid-19 swept the world, under the background of national epidemic prevention, students' learning forms and conditions have changed greatly, not only from face-to-face teaching to online teaching, students' learning environment has also undergone great changes, from learning with classmates in a relaxed environment where they can cooperate and communicate with peers to learning in a repressive environment with 100% supervision by parents. Not only that, because they spend more time with their parents and are unable to engage in other recreational activities (due to the government's epidemic prevention requirements, it is difficult for most students to do outdoor activities and relaxing activities, such as playing football, spring outing, etc.). This leads to the deterioration of students' mood, the expression of learning pressure, the lack of positive attitude towards learning, and so on. This series of problems not only lead to the decline of academic performance of some students, but also have obvious problems in the development of students' mental health. From a psychological point of view, the reason of this social phenomenon is students do not have strong enough emotion management ability and teachers do not correctly guide and interfere with students' emotion management problems in a special period. So, it can be seen that it is necessary to find out the ways to improve students' emotion management ability and how teachers should correctly guide and interfere with students' emotion management. In this way, students can effectively prevent a variety of personal psychological development and academic problems caused by improper emotion management. Therefore, this paper will focus on the importance of teachers' intervention in students' emotion management, and explore the effective methods of teachers' intervention in students' emotion management.


Emotion Management; Teachers’ Intervention; Student Emotion Issues; the Method of Effective Intervention; Educational Psychology

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DOI: http://dx.doi.org/10.18686/ahe.v6i3.4162