教师情绪:课程改革中亟待正视的一个议题

Teacher Emotion: An Issue Urgently to Be Taken into Consideration

教师情绪是课程改革中普遍存在却又颇受忽视的议题,这一悖论现象背后蕴涵着复杂的社会文化根源。目前的教师情绪研究大体上可以分为两种取向,即以教师压力与关注为代表的心理-控制取向和1990年代中期以来出现的建构-诠释取向。要理解教师赋予课程改革的意义,就要对课程改革中的教师情绪进行概念重建,增加改革的情绪维度,并且恢复教师情绪的平等地位。

The paradoxical phenomenon that teacher emotion exists everywhere but is highly neglected in curriculum reform contains complicated socio-cuhural roots. However, the limited research on teacher emotion can be classified into 2 approaches. One is the traditional psychology-control approach which is represented by the inquiry on teacher stress and concerns, and the other is a more recent one, the construction-interpretation approach which has come into view since mid1990s. To understand the meaning teacher attaches to the curriculum reform, we must reconceptualize teacher emotion in curriculum reform, which means we should add the emotional dimension into reform and emancipate teacher emotion from the present stigmatized status.