大学英语教师课堂情绪调节策略使用调查与研究

An exploration of college English teachers' emotion-regulation strategies in classroom

本研究通过定性定量相结合的方法对来自全国不同地区、不同类型高校的694名大学英语教师开展课堂情绪调节策略使用调查研究,对不同性别、教龄教师的课堂情绪调节策略使用情况进行了对比分析,并探讨了课堂情境中教师情绪的触发因素。结果显示,大学英语教师课堂情绪调节策略整体使用水平较高,较多采用情境选择类策略,较少采用反应调节类策略;女教师在向外求助维度得分高于男教师,在反应调节维度得分低于男教师;不同教龄教师在课堂情绪调节使用水平上不存在显著差异,但情绪触发情况随教龄增长而减少。触发教师情绪最常见因素为学生行为态度,课堂突发情境因素对教师产生短效性情绪影响,而间接产生影响的因素为教学组织因素。

This study reports the use of classroom emotion regulation strategies among 694 college English teachers of different genders and seniority in China and explores teachers’ emotional triggers in classroom. The results of questionnaires and interviews show that college English teachers in general report a relatively high level of emotion regulation strategies using in classroom, they use most frequently situation selection strategies, and least response modulation strategies;female teachers score higher than male teachers in the dimension of seeking social support strategies, and lower in response modulation strategies;there is no significant difference in the level of classroom emotion regulation used by teachers of different teaching seniority, but emotionally triggering situations decrease with the increase of teaching seniority. Three common factors that trigger teachers’ emotion regulation are students’ behavior and attitude, possible contingencies in classroom and an indirect factor, teaching management.