教师情感能量的特性与影响因素

Characteristics and Influencing Factors of Teachers’ Emotional Energy

教师情感研究理论与实践的突破应有理论视角的更新与核心学术概念的拓展,实现从教师"情感"到教师"情感能量"的转换。教师情感能量是教师在其专业发展中形成的长期的稳定的情感状态,它具有长期与稳定性、连续性、动力性、情境性、互动性、分层与控制性等特性。在微观水平上,影响教师情感能量的因素主要是教师人际互动中的五种"交易需要",包括教师证明自我的需要、获益交换的需要、群体归属的需要、信任需要、你我同在的"真实需要"等;在中观水平上,影响教师情感能量的因素主要是团体与范畴单元条件,包括团体边界的明确性与进入和退出规则、团体目标的清晰性与劳动(活动)分工的明确性、合适的团体结构形式以及成员范畴单元的相关程度等;在宏观水平上,影响教师情感能量的因素主要是教师个体和团体所嵌套的体制与文化。

the breakthrough of the theory and practice of teacher’s emotion research requires the renewal of theoretical perspective and the expansion of core academic concepts, so as to realize the transformation from teacher’s "emotion" to teacher’s "emotional energy". Teachers’ emotional energy is a long-term and stable emotional state formed by teachers in their professional development. It has the characteristics of long-term and stability, continuity, motivation, situation, interaction, stratification and control. At the micro-level, the main factors affecting teachers’ emotional energy are the five "transaction needs" in the interpersonal interaction of teachers, including the need to prove themselves, the need for benefit exchange, the need for group belonging, the need for trust, and the "real need" for the coexistence of you and me. At the medium level, the main factors affecting teachers’ emotional energy are group and category unit conditions, including the clarity of group boundaries and entry and exit rules, the clarity of group goals and the clarity of labor division, the appropriate form of group structure and the correlation degree of members’ category units;at the macro level, the main factors affecting teachers’ emotional energy are the system and culture of individual teachers and groups.