浙江省培智语文课堂情感支持的现状与思考——基于1-3年级培智学校语文教师课堂的抽样调查与分析

The Emotional Support During Chinese-Language Teaching at Schools for Mentally Retarded Children in Zhejiang Province: Based on a Survey of Chinese-Language Teachers in Grades 1-3

以《培智课堂情感支持观察表》为工具,抽样调查了浙江省34位1-3年级语文教师的课堂情感支持现状。结果:浙江省培智低年级阶段语文课堂上师生互动中的情感支持总体达中等偏上水平;其中,观察师生间关系亲近程度的"积极氛围"达中等偏上水平;考察师生间消极事件频率和程度的"消极氛围"达高质量水平;考量教师对学生行为的预测意识与反应的"教师敏感性"达中等偏下水平;判断教师是否关注学生兴趣和自主选择表达权利的"聚焦学生视角"达中等偏下水平。建议:(1)整体增强教师情感支持的意识;(2)增加师生合作和教师的鼓励期望;(3)坚持尊重、包容的教育理念;(4)提高教师敏感意识和个别化支持水平;(5)注重表达的全面性和学生自主能力的发展。

This study, by surveying 34 Chinese-language teachers of grades 1 - 3 at a certain school for mentally retarded children in Zhejiang Province with the observation scale for emotional support in classrooms for the mentally retarded, aims to explore the teacher-student emotional support in classrooms for the mentally retarded. The findings show the following： The Chinese-language class showed an upper-medium level of emotional support, used to observe the teacher-student interactions, an upper-medium level of positive atmosphere, used to observe the close relationship between teachers and students, a high level of negative atmosphere, used to observe the fre- quency of negative events between teachers and students, a lower-medium level of teachers＇ sensitivity, used to observe teachers＇ awareness of and reactions to students＇ problems, and a lower-medium level of ＂focusing on students,＂ used to observe whether teachers were concerned about students＇ interest and right to expression. In conclusion, the study suggests enhancing teachers＇ awareness of emotional support, strengthening the cooperation between teachers and students and teachers＇ encouragement, upholding the idea of respect and inclusiveness, improving teachers＇ awareness of sensitivity and individualized support, and attaching importance to comprehens- ive expression and students＇ independent abilities.