情绪地理视角下家师关系的困境与纾解--基于对深圳市12位新手教师的访谈分析

The Dilemma and Solution of Parent-teacher Relationship from the Perspective of Emotional Geography:Based on the Analysis of Interview with 12 Novice Teachers in Shenzhen

良好家师关系是实现家校共育的关键,关乎新手教师职业生涯的发展。基于情绪地理理论的分析框架,从情绪互动的视角出发,对深圳市12位新手教师进行访谈。结果表明:在新手教师视角下,与“高管”家长及“不管不问”家长的社会文化距离,与持有理想化教育理念及传统教育理念家长的道德距离,与家长质疑和投诉的专业权力距离以及“非必要不沟通”自我保护的物理距离建构了新手教师在家师互动中的消极情绪体验,造成新手教师开展家校共育中的难题。这一研究结果可以从两点进一步丰富情绪地理理论,第一,理论中的专业距离和政治距离在我国文化语境中是一体的,表现为专业权力距离;第二,不同情绪距离之间具有逻辑层次,其中道德距离在教师与家长的情绪互动中发挥主导性作用。

Good parent-teacher relationship is the key to the realization of home school co-education,which is related to the development of novice teachers􀆳career.Based on the analysis framework of emotional geography theory,12 novice teachers in Shenzhen were interviewed from the perspective of emotional interaction.The results show that:from the perspective of novice teachers,the social and cultural distance between“senior management”parents and“don't care”parents,the moral distance between parents with idealized educational ideas and traditional educational ideas,the professional power distance between parents􀆳questioning and complaining,and the physical distance between“unnecessary non communication”self-protection construct novice teachers􀆳negative emotional experience in the interaction between teachers and family,which has become a difficult problem for novice teachers to carry out family-school education.At the same time,the theory of emotional geography was further enriched.The professional distance and political distance in the theory were integrated in the cultural context of China,which manifested as professional power distance.There are logical levels between different emotional distances,among which moral distance plays a leading role in the emotional interaction between teachers and parents.