职前教师共情准确性的促进：培训视频的开发与应用
发布时间：2018-08-31 14:29
【摘要】：共情准确性是指一方对另一方的想法和感受的准确推断的程度。通过对学生的共情性反应,教师与学生之间可以建立一种积极的关系,这种关系不仅可以影响学生在校学习,还可以影响学生的一生。共情准确性的高低决定了职前教师能否成为一名优秀教师。先前研究表明基于课程开发的传统共情准确性培训模式耗时耗力且效果不一,国内有关共情准确性的研究表明标准视频范式能够有效培训在职教师共情准确性。因此该文围绕标准视频范式对职前教师共情准确性的影响展开了两项研究,旨在分析培训视频的开发以及带反馈的培训视频促进职前教师共情准确性的具体作用和影响过程。研究包括两部分内容： 研究一通过对金华市某高中高一、高二共296名学生的生活压力感和主观幸福感调查,确定高中生的代表性话题和学生。以确定的话题和学生作为拟拍摄视频的主题和目标。使用隐蔽拍摄的方式采集师生谈话的视频。在收集了目标学生的回忆报告条目后初步检查视频的质量,使用专业软件对视频进行加工、编辑。请90名职前教师观看视频并推断目标学生在特定时间的想法和感受的内容,请4名编码者对推断的内容与报告的内容进行一致性评估。分析培训视频的信度与效度。研究二将62名职前教师分为实验组与控制组,使用带反馈的培训视频对实验组进行共情准确性培训,使用无反馈的培训视频对控制组进行共情准确性培训。以第一个视频的共情准确性得分为前测验分数,以第四个视频的共情准确性得分为后测验分数,以不同培训条件为自变量,检验培训视频对共情准确性的影响。培训前后,与职前教师进行访谈,记录访谈过程,对培训视频中反馈的作用具体作用、影响过程进行叙说分析。研究结果如下： 1.高中生压力感较大、满意度较低的因素有人际、学习、学校和学业,因此可以将这四个因素确定为培训视频的主题。 2.经过隐蔽方式拍摄,制作培训视频。经过信效度检验,培训视频具有较好的编码者一致性、内部一致性,具有较高的实证效度和表明效度。 3.经过视频培训实验组被试的共情准确性显著高于控制组被试的共情准确性。即,培训视频中的反馈能够有效地促进职前教师的共情准确性。 4.叙说分析表明,所有受训职前教师经过视频培训后共情倾向都有了一些提高。实验组职前教师在反馈的作用下纠正错误、发现规律、探索自我、反思实践,而控制组职前教师的收获相对较少。
[Abstract]:Empathy accuracy is the degree to which one side inferences exactly what the other party thinks and feels. A positive relationship can be established between teachers and students through the empathy of students, which can not only affect students' study in school, but also affect students' life. The accuracy of empathy determines whether the pre-service teacher can become an excellent teacher. Previous studies have shown that the traditional empathic accuracy training model based on curriculum development is time-consuming and effective. Domestic researches on empathy accuracy show that the standard video paradigm can effectively train in-service teachers' empathy accuracy. Therefore, this paper focuses on the impact of standard video paradigm on the accuracy of pre-service teachers' empathy. The purpose of this study is to analyze the development of training video and the specific role and influence process of training video with feedback to promote the accuracy of pre-service teachers' empathy. The study consists of two parts: the first part is to determine the representative topic and students of senior high school by investigating 296 students' life stress and subjective well-being in a senior high school in Jinhua city. Identify topics and students as the subject and goal of the video. A video of a conversation between teachers and students is captured in a covert way. After collecting the items of the target students' recall report, the quality of the video is preliminarily checked, and the video is processed and edited by professional software. 90 pre-service teachers were asked to watch the video and infer what the target students thought and felt at a given time. Four coders were asked to evaluate the consistency between the inferred content and the content of the report. Analyze the reliability and validity of training video. In the second study 62 pre-service teachers were divided into experimental group and control group. The experimental group was trained with feedback training video and the control group was trained with no feedback training video. The empathy accuracy score of the first video was used as the pre-test score, the empathy accuracy score of the fourth video as the post-test score, and the different training conditions as independent variables to test the influence of the training video on the empathy accuracy. Before and after training, interview with pre-service teachers, record the interview process, the specific role of feedback in the training video, the impact of the process of narrative analysis. The results are as follows: 1. High school students have a greater sense of stress and lower satisfaction with interpersonal, learning, school and academic factors, so the four factors can be identified as the subject of the training video. 2. After a hidden way to shoot, the production of training video. After reliability and validity test, the training video has good coders consistency, internal consistency, high empirical validity and demonstration validity. After video training, the accuracy of empathy in experimental group was significantly higher than that in control group. That is, feedback in the training video can effectively promote the empathy accuracy of pre-service teachers. 4. 4. Narrative analysis shows that all pre-trained teachers have improved their empathy after video training. Pre-service teachers in the experimental group correct errors, discover rules, explore themselves and reflect on practice under the action of feedback, while teachers in control group gain relatively little.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G443
[Abstract]:Empathy accuracy is the degree to which one side inferences exactly what the other party thinks and feels. A positive relationship can be established between teachers and students through the empathy of students, which can not only affect students' study in school, but also affect students' life. The accuracy of empathy determines whether the pre-service teacher can become an excellent teacher. Previous studies have shown that the traditional empathic accuracy training model based on curriculum development is time-consuming and effective. Domestic researches on empathy accuracy show that the standard video paradigm can effectively train in-service teachers' empathy accuracy. Therefore, this paper focuses on the impact of standard video paradigm on the accuracy of pre-service teachers' empathy. The purpose of this study is to analyze the development of training video and the specific role and influence process of training video with feedback to promote the accuracy of pre-service teachers' empathy. The study consists of two parts: the first part is to determine the representative topic and students of senior high school by investigating 296 students' life stress and subjective well-being in a senior high school in Jinhua city. Identify topics and students as the subject and goal of the video. A video of a conversation between teachers and students is captured in a covert way. After collecting the items of the target students' recall report, the quality of the video is preliminarily checked, and the video is processed and edited by professional software. 90 pre-service teachers were asked to watch the video and infer what the target students thought and felt at a given time. Four coders were asked to evaluate the consistency between the inferred content and the content of the report. Analyze the reliability and validity of training video. In the second study 62 pre-service teachers were divided into experimental group and control group. The experimental group was trained with feedback training video and the control group was trained with no feedback training video. The empathy accuracy score of the first video was used as the pre-test score, the empathy accuracy score of the fourth video as the post-test score, and the different training conditions as independent variables to test the influence of the training video on the empathy accuracy. Before and after training, interview with pre-service teachers, record the interview process, the specific role of feedback in the training video, the impact of the process of narrative analysis. The results are as follows: 1. High school students have a greater sense of stress and lower satisfaction with interpersonal, learning, school and academic factors, so the four factors can be identified as the subject of the training video. 2. After a hidden way to shoot, the production of training video. After reliability and validity test, the training video has good coders consistency, internal consistency, high empirical validity and demonstration validity. After video training, the accuracy of empathy in experimental group was significantly higher than that in control group. That is, feedback in the training video can effectively promote the empathy accuracy of pre-service teachers. 4. 4. Narrative analysis shows that all pre-trained teachers have improved their empathy after video training. Pre-service teachers in the experimental group correct errors, discover rules, explore themselves and reflect on practice under the action of feedback, while teachers in control group gain relatively little.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G443
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