The application of emotion regulation strategy in classroom teaching

China's double reduction policy has placed greater demands on the all-round development of students. While Chinese education has been excellent in influencing students at the cognitive level and has been prominent in various international competitions, can classroom teaching, which is one of the most important aspects that directly affect students, continue to meet the needs for students' emotional development? This paper reviews three mainstream models of emotion regulation teaching in China with Gross' Process Model of Emotion Regulation and related emotion regulation theories, which are currently well-established internationally. The theoretical analysis reveals that the use of emotion regulation strategies in teaching and learning in China has changed from the regulation of a single emotion to the integrated regulation of multiple complex emotions, and finally to the simplification of emotions and the shift of focus to indirect effects on cognition. This also points to the next issue that needs to be addressed as a specific strategy for implementing models related to the teaching of emotion regulation in the classroom and for teachers to be able to use them successfully.