教师课堂情绪调节能力的研究
发布时间：2018-08-06 19:29
【摘要】： 教师课堂情绪调节能力是现代教师专业化的必备素质,它是在教师的知性能力得到充分关注的同时应该大力发展的情性能力的核心部分。教师课堂情绪调节能力的研究对教师心理、情感教学心理和实践都有着十分重要的意义。 本研究旨在提出教师课堂情绪调节能力的理论构想,编制测评教师课堂情绪调节能力的工具,了解当前教师的课堂情绪调节能力水平现状,探索教师课堂情绪调节能力的影响因素,揭示教师课堂情绪调节能力的特征差异及与其他因素的相关,验证在教学实践中提高教师课堂情绪调节能力的可行性和有效性。通过文献分析、问卷调查和实验研究等方法进行了一系列实证研究,获得如下一些主要结论: 1.教师课堂情绪调节能力具有多层次多维度的结构,从情绪调节的对象和被调节情绪的性质角度出发,它主要由教师课堂自我积极、消极情绪调节能力、教师对学生个体课堂积极情绪、消极情绪调节能力、教师对学生全体课堂积极情绪、消极情绪调节能力六个方面组成。 2.本研究编制的教师课堂情绪调节能力问卷,经因素分析获得的教师对课堂自我、学生个体以及学生全体的积极情绪调节能力分问卷均由积极情绪唤起和积极情绪维控两个维度构成;教师对课堂自我、学生个体以及学生全体的消极情绪调节能力问卷均由消极情绪的抑制和消极情绪的摆脱两个维度构成。问卷具有良好的信度和效度,可以作为测量教师课堂情绪调节能力的工具。 3.研究所涉范围内的教师课堂情绪调节能力基本上处于中等水平以上,教师对积极情绪调节的能力要高于对消极情绪调节的能力,对学生个体和学生全体的课堂情绪调节能力要高于对自我课堂情绪调节能力。随着教师年龄、教龄的增长,教师课堂情绪调节能力呈持续增长的趋势。 4.教师课堂情绪调节能力受到诸多因素的影响,在地区、性别、年龄、教龄、所任科目、学校类型等表现出显著差异。在地区方面,上海教师的课堂情绪调节能力比北京地区的教师课堂情绪调节能力要高;在性别方面,中小学教师在教师课堂自我积极情绪调节能力分问卷、教师对学生个体消极情绪调节能力分问卷上表现出差异,女教师的调节能力高于男教师,其余4个分问卷上男女教师水平无显著差异;在年龄方面,教师的课堂情绪调节能力六个分问卷均表现出差异,差异主要表现在21-30年龄段与其他年龄段之间的差异;在教龄方面,差异主要表现在1-5年与20年以上的教师之间;在所任科目上,在中小学担任文理科不同科目的教师在课堂情绪调节能力方面除了教师自我课堂积极、消极情绪调节能力方面不存在差异外,在教师对学生个体和学生全体对象的课堂情绪调节能力方面存在极其显著的差异,文科教师显著高于理科教师;在学校类型方面:中小学教师课堂情绪调节能力在教师课堂自我积极、消极情绪调节能力、学生个体消极情绪调节能力上没有显著差异;在教师对学生个体课堂积极情绪调节能力、教师对学生全体课堂积极和消极情绪能力上表现出显著差异,主要表现在小学教师与高中教师之间。 5.本研究发现:在教师的观念中,影响教师课堂情绪调节能力最重要的因素是教师的教学责任心,随后依次是教师对自己教学的信心,教师的教育观念,教师的工作压力、教师的语言表达能力等,居于最末位的是教师是否接受过有关情绪调节的课程培训。相关研究证明:教师课堂情绪调节能力与教师个性、教师教学效能感、教师工作满意度和教师的情绪调节策略呈现出显著相关,教师个性、教学效能感、工作满意度、调节策略等对教师课堂情绪调节策略有强烈的预测作用。 6.教师课堂情绪调节能力的教学实践实证研究中的问卷调查表明:教师课堂情绪调节能力与教师的教学业绩呈正相关,教师课堂情绪调节能力越高,其教学业绩就越好。教师上课情绪状态与教学效果的实验结果表明:教师课堂情绪调节能力与教师课堂情绪状态呈正相关,教师在消极情绪状态下的教学效果与在正常情绪状态下的教学效果差异显著。课堂情绪调节策略的实验结果表明:教师恰当而有效地使用课堂情绪调节策略,能够激发教师和学生上课情绪,对提高学生学习成绩有帮助。
[Abstract]:The ability of teacher's classroom emotion regulation is the essential quality of modern teachers' professionalization. It is the core part of the emotional ability which should be vigorously developed at the same time that teachers' intellectual ability is fully concerned. The study of teacher's classroom emotional adjustment ability is of great significance to teachers' psychology, emotional teaching psychology and practice.
The purpose of this study is to propose a theoretical conception of teacher's ability to adjust emotion in class, to compile a tool for evaluating teachers' ability to adjust emotion in class, to understand the current situation of teachers' ability to adjust emotion in class, to explore the influence factors of teacher's classroom emotional adjustment ability, and to reveal the characteristics and other factors of teacher's classroom emotional adjustment ability. To verify the feasibility and effectiveness of improving teachers' classroom emotional adjustment ability in teaching practice, a series of empirical studies have been carried out through literature analysis, questionnaire survey and experimental research, and some main conclusions are obtained as follows:
1. teachers' classroom emotion regulation ability has a multi-level and multi-dimensional structure. From the angle of the object of emotion regulation and the nature of the regulated emotion, it mainly consists of teachers' self active class, negative emotion regulation ability, teachers' positive emotion in class, negative emotion regulation ability, and teachers' positive emotion to all students in class. The negative emotion regulation ability is composed of six aspects.
2. the questionnaire of teacher's classroom emotion regulation ability is made by the study. The teacher's positive emotion adjustment ability of the teacher to the classroom self, the student individual and the student all is composed of two dimensions of positive emotion arousal and positive emotional dimension control, and the teacher's negative feelings to the classroom self, the student individual and the students all. The readiness Adjustment Questionnaire is composed of two dimensions of negative emotion suppression and negative emotion. The questionnaire has good reliability and validity, and can be used as a tool to measure teacher's classroom emotion regulation ability.
3. in the scope of the study, the teachers' classroom emotional adjustment ability is basically above the middle level, and the teachers' ability to adjust positive emotions is higher than the ability to regulate negative emotions, and the ability to adjust the mood of students' and students' classroom emotion is higher than that of self classroom mood. Teachers' emotional adjustment ability in classroom is increasing.
4. teachers' classroom emotional adjustment ability is influenced by many factors, and there are significant differences in regional, gender, age, teaching age, all subjects and school types. In the area, Shanghai teachers' classroom emotional adjustment ability is higher than that of teachers in Beijing; in gender, primary and secondary school teachers are in the teacher's classroom. The self positive emotion regulation ability is divided into questionnaires, and the teachers' ability to adjust the negative emotion of the students is different in the questionnaire. The adjustment ability of the female teachers is higher than that of the male teachers. There is no significant difference in the level of male and female teachers in the other 4 questionnaires. In the age, the six questionnaires of the teachers' ability to adjust their class mood are all different. The difference between the 21-30 age group and the other age groups was mainly manifested. In the teaching age, the difference was mainly between the 1-5 years and more than 20 years. There is no difference in the classroom emotion regulation ability of the teachers to the students and all the students. The teachers of the arts are significantly higher than those of the science teachers. In the school type, the classroom emotional adjustment ability of the primary and middle school teachers is in the teacher's classroom self accumulation, the negative emotion regulation ability, and the student's individual negative feelings. There is no significant difference in the adjustment ability of the students. In the teacher's ability to adjust the positive emotion of the students' individual class, the teacher has a significant difference in the positive and negative emotional ability of the students in the class, mainly among the primary school teachers and the high school teachers.
5. the study found that in the teacher's concept, the most important factor affecting the teacher's classroom emotional adjustment ability is the teacher's teaching responsibility, followed by the teacher's confidence in the teaching, the teacher's education concept, the teacher's work pressure, the teacher's language expression ability and so on. The most important thing is whether the teacher has accepted the related emotion. The related research shows that teachers' classroom emotional adjustment ability has a significant correlation with teacher's personality, teacher's teaching efficacy, teacher's job satisfaction and teacher's emotional adjustment strategy. Teacher's personality, teaching efficacy, job satisfaction and adjustment strategy have a strong predictive effect on teacher's classroom emotion regulation strategy.
6. the questionnaire survey in the teaching practice of emotional adjustment ability of teachers shows that the ability of teacher's classroom emotion regulation is positively related to the teacher's teaching performance, the higher the teacher's classroom emotion regulation ability is, the better the teaching performance is. The experimental results of teacher's class emotion state and teaching effect show that teacher's classroom emotion regulation is shown. There is a positive correlation between ability and teachers' emotional state in class. The teaching effect of teachers in negative mood is significantly different from that under normal emotional state. The experimental results of classroom emotional adjustment strategies show that teachers' appropriate and effective use of classroom emotional adjustment strategies can stimulate teachers and students' class emotion and improve learning. It helps to get a student's achievement.
【学位授予单位】：上海师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G443;G635.1
本文编号：2168756
[Abstract]:The ability of teacher's classroom emotion regulation is the essential quality of modern teachers' professionalization. It is the core part of the emotional ability which should be vigorously developed at the same time that teachers' intellectual ability is fully concerned. The study of teacher's classroom emotional adjustment ability is of great significance to teachers' psychology, emotional teaching psychology and practice.
The purpose of this study is to propose a theoretical conception of teacher's ability to adjust emotion in class, to compile a tool for evaluating teachers' ability to adjust emotion in class, to understand the current situation of teachers' ability to adjust emotion in class, to explore the influence factors of teacher's classroom emotional adjustment ability, and to reveal the characteristics and other factors of teacher's classroom emotional adjustment ability. To verify the feasibility and effectiveness of improving teachers' classroom emotional adjustment ability in teaching practice, a series of empirical studies have been carried out through literature analysis, questionnaire survey and experimental research, and some main conclusions are obtained as follows:
1. teachers' classroom emotion regulation ability has a multi-level and multi-dimensional structure. From the angle of the object of emotion regulation and the nature of the regulated emotion, it mainly consists of teachers' self active class, negative emotion regulation ability, teachers' positive emotion in class, negative emotion regulation ability, and teachers' positive emotion to all students in class. The negative emotion regulation ability is composed of six aspects.
2. the questionnaire of teacher's classroom emotion regulation ability is made by the study. The teacher's positive emotion adjustment ability of the teacher to the classroom self, the student individual and the student all is composed of two dimensions of positive emotion arousal and positive emotional dimension control, and the teacher's negative feelings to the classroom self, the student individual and the students all. The readiness Adjustment Questionnaire is composed of two dimensions of negative emotion suppression and negative emotion. The questionnaire has good reliability and validity, and can be used as a tool to measure teacher's classroom emotion regulation ability.
3. in the scope of the study, the teachers' classroom emotional adjustment ability is basically above the middle level, and the teachers' ability to adjust positive emotions is higher than the ability to regulate negative emotions, and the ability to adjust the mood of students' and students' classroom emotion is higher than that of self classroom mood. Teachers' emotional adjustment ability in classroom is increasing.
4. teachers' classroom emotional adjustment ability is influenced by many factors, and there are significant differences in regional, gender, age, teaching age, all subjects and school types. In the area, Shanghai teachers' classroom emotional adjustment ability is higher than that of teachers in Beijing; in gender, primary and secondary school teachers are in the teacher's classroom. The self positive emotion regulation ability is divided into questionnaires, and the teachers' ability to adjust the negative emotion of the students is different in the questionnaire. The adjustment ability of the female teachers is higher than that of the male teachers. There is no significant difference in the level of male and female teachers in the other 4 questionnaires. In the age, the six questionnaires of the teachers' ability to adjust their class mood are all different. The difference between the 21-30 age group and the other age groups was mainly manifested. In the teaching age, the difference was mainly between the 1-5 years and more than 20 years. There is no difference in the classroom emotion regulation ability of the teachers to the students and all the students. The teachers of the arts are significantly higher than those of the science teachers. In the school type, the classroom emotional adjustment ability of the primary and middle school teachers is in the teacher's classroom self accumulation, the negative emotion regulation ability, and the student's individual negative feelings. There is no significant difference in the adjustment ability of the students. In the teacher's ability to adjust the positive emotion of the students' individual class, the teacher has a significant difference in the positive and negative emotional ability of the students in the class, mainly among the primary school teachers and the high school teachers.
5. the study found that in the teacher's concept, the most important factor affecting the teacher's classroom emotional adjustment ability is the teacher's teaching responsibility, followed by the teacher's confidence in the teaching, the teacher's education concept, the teacher's work pressure, the teacher's language expression ability and so on. The most important thing is whether the teacher has accepted the related emotion. The related research shows that teachers' classroom emotional adjustment ability has a significant correlation with teacher's personality, teacher's teaching efficacy, teacher's job satisfaction and teacher's emotional adjustment strategy. Teacher's personality, teaching efficacy, job satisfaction and adjustment strategy have a strong predictive effect on teacher's classroom emotion regulation strategy.
6. the questionnaire survey in the teaching practice of emotional adjustment ability of teachers shows that the ability of teacher's classroom emotion regulation is positively related to the teacher's teaching performance, the higher the teacher's classroom emotion regulation ability is, the better the teaching performance is. The experimental results of teacher's class emotion state and teaching effect show that teacher's classroom emotion regulation is shown. There is a positive correlation between ability and teachers' emotional state in class. The teaching effect of teachers in negative mood is significantly different from that under normal emotional state. The experimental results of classroom emotional adjustment strategies show that teachers' appropriate and effective use of classroom emotional adjustment strategies can stimulate teachers and students' class emotion and improve learning. It helps to get a student's achievement.
【学位授予单位】：上海师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G443;G635.1
【引证文献】
相关期刊论文 前1条
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相关硕士学位论文 前10条
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