教师日常情感体验及其调节策略研究

Research on the Emotional Experience of Primary and Secondary School Teachers’Daily Life

随着教师教育研究的不断深入,教师情感研究日益受到关注。本文基于帕罗特树形情感结构框架设计问卷,并结合半结构化访谈,对教师日常情感体验进行研究,结果发现:教师对于学生和教学的爱和责任是教师积极情感的重要来源;同侪间的共享和支持能给予教师积极的情感体验;教师对于科研的情感呈现较大的个体差异性;职称评定给部分教师情感激励的同时,也挫伤了部分教师的进取心;家长在学生教育方面的不配合给教师带来负向的情感体验。基于此,本文探讨了教师情感调节的个人和组织策略。

With the deepening of teacher education research,the importance of teacher’s emotions has increasingly gained attention.Based on the tree emotional framework of Parrott(2001),this paper explores the current situation of emotional experiences of primary and secondary school teachers’daily teaching life through questionnaire survey and semi-structured interview.The results show that teachers’love for students and teaching is often the source of teachers’stable and sustainable positive emotions;Peer cooperation and support can enhance teachers’well-being;Teachers’emotions towards academic research reveal great individual differences;Title Evaluation not only emotionally encourages some teachers,but also undermines some other teachers’enterprising spirit.This paper then puts forward the strategies of the negative emotion regulation for primary and secondary school teachers.