The development of the Sociology of Emotions proves the potential correlation between emotion and reason. This study draws on the perspective of the Sociology of Emotions, follows the academic development of the symbolic interaction theory, and adopts the qualitative case study methodology to explore the elements and methods of emotional actions by Xiaomin, the pre-employment preschool teacher during her internship. Our analysis of data collected through observations, interviews, and artifacts finds that an emotional action involves six major elements, namely, emotional subject, emotional symbol, situational condition, emotional meaning, focus and entrainment (mutual focus and emotional entrainment) and emotional object. Based on this finding, this study distinguishes four types of emotional actions, namely, integrative emotional action, divergent emotional action, disintegrative emotional action, and convergent emotional action. Focusing on the composing elements, this study offers a new microscopic way of interpreting emotional actions different from the macroscopic approach that stresses institutional and cultural structures. It is also a useful application of the studies of emotions of the symbolic interaction theory.
AndrewY. (2015). I am Strong within myself: Gender, Class and Emotional Capital in Childcare. British Journal of Sociology of Education, Vol. 36, No. 5, pp. 651–668.
2.
BlumerH. (1996). On the Methodology of Symbolic Interactionism. Foreign Sociology, No. 4, pp. 11–20.
CorneliusR. R. (1996). The Science of Emotion: Research and Tradition in the Psychology of Emotion. Upper Saddle RiverN. J.: Prentice-Hall.
5.
DanWeijun (2005). 情感,商业势力入侵的新对象:评霍赫希尔德《情感整饰:人类情感的商业化》一书[Emotions, the Erosions from Commercial Forces: Review onThe Managed Heart: Commercialization of Human Feeling by Arlie Russell Hochschild]. 社会[Chinese Journal of Sociology], Vol. 25, No. 2, pp. 184–195.
6.
FangDezhi (2014). 情感知识学视角下的生态文明与儒家德性精神[Ecological Civilization and Confucian Moral Spirit from the Perspective of Emotional Knowledge]. 中原文化研究[Central Plains Cultural Research], No. 4, pp. 94–97.
7.
FuC.S., LinS.T., SyuS.H., and GuoC.Y. (2010). What's the Matter in Class? Preschool Teachers’ Emotions Expression. Procedia-Social and Behavioral Sciences, Vol. 2, No. 2, pp. 4887–4891.
8.
GergenK. J. (2017). Relational Being: Beyond Self and Community (Chinese version), Shanghai: Shanghai Educational Publishing House.
9.
GuoJingping (2007). 社会工作：作为一种情感劳动的探讨[Social Work: DiscussionA. of Emotional Labor], 广东社会科学[Social Sciences in Guangdong], No. 4, pp. 166–171.
GuoJingping (2009). 涵咏中国古代‘礼’的情感文明思想：兼举《仪礼》为例 [Appreciate Thoughts of Emotional Civilization in Ancient Chinese ‘Rituals’: Taking the Book of Etiquette and Ceremonial as an Example], 学术论坛[Academic Forum], No. 12, pp. 83–88.
12.
GuoXiao'an and LiHan (2021). 情绪劳动与情感劳动：概念的误用、辨析及交叉性解释[Emotional Labor and Sentimental Labor: Misuse, Distinction, and Cross-Explanation of Concepts], online publication.
13.
HaoShaoyi (2020). 隐性的情感力量：安宁幼专情感知识及情感行动的个案研究[Hidden Emotional Power: CaseA. Study of Emotional Knowledge and Emotional Action in Anning Preschool Education College]. Ph. ThesisD., Beijing: Beijing Normal University.
14.
HochschildA. R. (1979). Emotion Work, Feeling Rules, and Social Structure. American Journal of Sociology, Vol. 85, No. 3, pp. 551–575.
15.
HochschildA. (2012). The Managed Heart: Commercialization of Human Feeling (Chinese Version). Berkeley: University of California Press.
16.
LiuFei and Liu, Yunyan (2019). “信念”与“责任”：幼儿教师专业伦理的双重构建 [“Belief” and “Responsibility”: The Dual Construction of Preschool Teachers’ Professional Ethics]. 教师教育研究[Teacher Education Research], Vol. 31, No. 3, pp. 20-25 & 38.
17.
LiuFengying (2018). 从虐童事件谈幼儿教师的职前培养[On Pre-service Training of Kindergarten Teachers with Reflections from Child Abuse Incidents].课程教育研究[Course Education Research], No. 47, pp. 182–183.
18.
MeadG. (2004). Mind, Self and Society (Chinese Version). Beijng: Huaxia Publishing.
19.
MengPeiyuan (2009). 儒学的核心价值及其意义[Core Value and Significance of Confucianism]. 社会科学战线[Social Science Front], No. 8, pp. 213-218 & 288.
20.
MeiXiao (2020). 情感劳动中的积极体验：深层表演、象征性秩序与劳动自主性[Positive Experience in Emotional Labor: Deep Performance, Symbolic Order, and Labor Autonomy]. 社会[Chinese Journal of Sociology], Vol. 40, No. 2, pp. 111–136.
ParsonsT. (2003). The Structure of Social Action (Chinese Version). Nanjing: Yilin Press.
24.
RazA.E. (2002). Emotions at Work: Normative Control, Organization, and Culture in Japan and American. CambridgeM. A.: Harvard University Press.
25.
StearnsP. N. (1984). Reviews on The Managed Heart: Commercialization of Human Feeling by Arlie Russell Hochschild. Journal of Social History, Vol. 18, No. 2, pp. 310–311.
26.
SteinbergR. J. and FigartD. M. (1999). “Emotional Labor since The Managed Heart.” The Annals of the American Academy, Vol. 561, No. 1, pp. 8–26.
27.
SuYihui (2018). 从情感劳动到审美劳动：西方性别劳动分工研究的新转向 [From Emotional Labor to Aesthetic Labor: NewA. Turn in the Western Study of Gender Division of Labor]. 妇女研究论丛[Journal of Chinese Women's Studies], No. 6, Vol. 150, pp. 43–55.
28.
TianGuoxiu and Zhu, Xiaoshuang (2021). 整饰与表演：中小学心理教师的情感劳动-情感体制视域下的教育民族志考察[Decoration and Performance: Emotional Labor of Primary and Secondary School Psychological Teachers-On Educational Ethnography from the Perspective of Emotional System].华南师范大学学报（社会科学版）[Journal of South China Normal University (Social Sciences)], No. 1, pp. 70–80.
29.
TsangK. K. (2015). QualitativeA. Study of Hong Kong Teachers’ Emotional Experiences at Work. Ph. D. Dissertation. Hong Kong: The University of Hong Kong.
30.
Wang MoHong, Xiumin, and Pang, Lijuan (2015). 聚焦我国民办幼儿园教师队伍的发展：问题、影响因素及政策建议[Focus on the Development of Private Kindergarten Teachers in China: Problems, Influencing Factors and Policy Recommendations]. 教师教育研究[Teacher Education Research], Vol. 27, No. 3, pp. 36–42.
31.
WangWeihua and Li, Shuqin (2021). 国外教师情感劳动研究的进展与启示 [Progress and Learnings of Foreign Study on Teachers’ Emotional Labor].外国教育研究[Studies in Foreign Education], Vol. 48, No. 8, pp. 19–36.
32.
WeberM. (2010). Basic Concepts of Sociology (Chinese Version). Guilin: Guangxi Normal University Press.
33.
XuQianqian (2013). 师幼互动中的教师情绪研究[Study on Teacher's Emotion in Teacher-Child Interaction]..硕士学位论文[M.Phil. Dissertation], Nanjing:南京师范大学[Nanjing Normal University].
34.
YinHongbiao (2017). 教育实证研究的一般路径：以教师情绪劳动研究为例[GeneralA. Path of Educational Empirical Research: CaseA. Study of Teachers’ Emotional Labor]. 华东师范大学学报（教育科学版）[Journal of East China Normal University (Educational Sciences)], No. 3, pp. 47-56 & 168.
35.
ZembylasM. (2004). The Emotional Characteristics of Teaching: An Ethnographic Study of One Teacher. Teaching and Teacher Education, Vol. 20, No. 2, pp. 185–201.
36.
ZembylasM., CharalambousC., and CharalambousP. (2014). The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher's pedagogical practices. Teacher and Teacher Education, Vol. 44, pp. 69–80.
37.
ZhaoXin and XiongChuanwu (2012). 教师情感劳动的教育意蕴和 优化策略[Educational Implications and Optimization Strategies of Teachers’ Emotional Labor]. 教育研究与实验[Educational Research and Experiments], No. 5, pp. 15–21.
38.
ZinsserK. M., DenhamS. A., CurbyT. W., and ShewarkE. A. (2015). Practice What You Preach Teachers’ Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices. Early Education and Development, Vol. 26, No. 7, pp. 899–919.
