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Emotional contagion is a typical process of teacher-student interaction in classroom teaching. To investigate the heterogeneity of emotional contagion and its network structural characteristics, this study recruited 628 college students participating in 10 real courses as subjects. Using latent profile analysis (LPA), students were categorized into three groups: "moderate-contagion balanced type," "low-contagion negative type," and "high-contagion positive type." Network analysis was employed to reveal interactive patterns between students and teachers across these groups. Key findings include: (1) The classroom emotional system exhibits a teacher-dominated network structure, where the teacher’s positive emotional node occupies a central position, forming a "teacher-dominant effect" through radial propagation paths. (2) The moderate-contagion balanced type was the most prevalent, while the high-contagion positive type was the least common, indicating that group differentiation stems not only from emotional valence differences but also from sensitivity to emotional contagion thresholds. (3) Network-based differences in emotional contagion emerged across the three groups: the low-contagion negative type formed a conflicting triangular structure (enthusiasm-pride-tension) and a high-density, low-efficiency network; the balanced type achieved dynamic equilibrium through a dual-core driven structure (hope-enthusiasm) involving both teachers and students; and the positive type established an efficient emotional loop via a student-autonomous centralized structure (hope-pride). We propose a Classroom Emotional Contagion Network Theory, which characterizes differentiated manifestations of emotional network structures, and extends the application of social network analysis in educational affective science.