教师感情修养研究
发布时间：2018-07-20 19:08
【摘要】： 在较长的时期中,相对理性而言,感情尤其是教师感情的地位和价值一直被曲解和贬低。即便是当前的教育研究,学者们仍然只从工具论角度探讨教师感情,将其视为教育的一种手段。出于为教师感情“正名”这一目的,本文在已有研究成果的基础上,从“(教师)角色一(教学)文化”的视角,说明教师及其教育工作为何具有感情性,并探讨教师感情修养的必要性和特殊性,提出教师感情合理性(感情和理性相互整合),阐释教师感情修养的资源、路径和具体策略。这就将以往对教师感情和教育之间关系的认识,转化为感情是教育的一种根本属性的思考。 本文首先明确了教师感情修养的何谓与为何。教师感情作为一种职业感情,是教师对教育世界人事的好恶感受和体验。教师感情修养是教师在理解感情性质与状态的基础上,对自身感情进行适合教育目的和教育情境要求的认识、管理和表达,从而努力提升感情合理性的意识与能力。从系统性而言,教师感情修养主要包括感情意识、感情管理与感情表达三个要素。与其它职业的感情修养相比,教师感情修养针对教育活动、内含教育动机、体现教育原则,其核心在于追求教师感情的合理性,即教师感情合目的性与合规律性的统一。 教师感情合理性看似包含了感情与理性两个对立的概念,实际上体现了感情与理性关系研究的发展趋势。本文考察了感情与理性关系在学术史上的流变,认为没有理性的教师感情是盲目的,没有感情的教师理性是呆滞的,教师感情合理性是两者整合的结晶。同时,随着社会的发展,教育具有的感情属性逐渐凸显,教育工作作为一项感情劳动,教师必须遵循感情规则的要求。实际上,教师践行感情规则的过程即是感情修养的过程。 本文随后阐释了教师感情修养的策略。从整体上结合教师专业发展阶段的特征,分析教师感情修养的路径,明确教师在此过程中可运用的资源,主要包括人力资源和课程资源,并指出教师运用这些资源的条件以及优化资源的措施。最后,根据教师感情修养的要素,本文从追求感情意识合理性、感情管理合理性与感情表达合理性三个方面,详细论述了教师感情修养的操作策略。 总之,本文通过对教师感情修养的探讨,旨在丰富教育研究与实践的感情维度,以此从教师感情角度探寻教育之道。而如果理解了教育之道,那就必然重视教师感情修养在教育中的地位。
[Abstract]:In a long period of time, relative rationality, the position and value of emotion, especially teachers' feelings, have been misinterpreted and devalued. Even in the current educational research, scholars only discuss teachers' feelings from the perspective of instrumentalism and regard them as a means of education. For the purpose of "correcting the name" of teachers' feelings, this paper, on the basis of existing research results, explains why teachers and their educational work are emotive from the perspective of "teachers' role one (teaching) culture". It also discusses the necessity and particularity of teachers' emotional accomplishment, puts forward the rationality of teachers' feelings (the mutual integration of emotion and rationality), and explains the resources, paths and specific strategies of teachers' emotional accomplishment. This will transform the past understanding of the relationship between teachers' feelings and education into the thinking that emotion is a fundamental attribute of education. This paper first defines the teacher's emotional accomplishment of what and why. Teachers' feelings, as a kind of professional feelings, are teachers' feelings and experiences of people in the educational world. On the basis of understanding the nature and state of emotion, teachers' emotional accomplishment is to realize, manage and express their feelings in accordance with the requirements of educational purpose and educational situation, so as to promote the consciousness and ability of emotional rationality. Systematically speaking, teachers' emotional accomplishment mainly includes three elements: emotional consciousness, emotional management and emotional expression. Compared with other professional emotional accomplishment, teachers' emotional accomplishment aims at educational activities, contains educational motivation and embodies educational principles. The core of which is to pursue the rationality of teachers' feelings, that is, the unity of teachers' feelings with purpose and regularity. Teachers' emotional rationality seems to contain two opposing concepts of emotion and rationality, which in fact reflects the development trend of the research on the relationship between emotion and reason. This paper examines the evolution of the relationship between emotion and reason in academic history, and holds that the teacher's emotion without reason is blind, the teacher's rationality without emotion is dull, and the rationality of teacher's emotion is the crystallization of the integration of the two. At the same time, with the development of society, the emotional property of education is gradually highlighted. As an emotional work, teachers must follow the requirements of emotional rules. In fact, the process of teachers practicing emotional rules is the process of emotional accomplishment. This paper then explains the strategies of teachers'emotional accomplishment. According to the characteristics of teachers' professional development stage, this paper analyzes the path of teachers' emotional accomplishment, and clarifies the resources teachers can use in this process, mainly including human resources and curriculum resources. It also points out the conditions for teachers to use these resources and the measures to optimize them. Finally, according to the factors of teachers' emotional accomplishment, this paper discusses in detail the operational strategies of teachers' emotional accomplishment from three aspects: the pursuit of rationality of emotional consciousness, the rationality of emotional management and the rationality of emotional expression. In a word, this paper aims to enrich the emotional dimension of educational research and practice through the discussion of teachers' emotional accomplishment, and to explore the ways of education from the angle of teachers' feelings. If we understand the way of education, we must attach importance to the position of teachers' emotional accomplishment in education.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G451.1
本文编号：2134480
[Abstract]:In a long period of time, relative rationality, the position and value of emotion, especially teachers' feelings, have been misinterpreted and devalued. Even in the current educational research, scholars only discuss teachers' feelings from the perspective of instrumentalism and regard them as a means of education. For the purpose of "correcting the name" of teachers' feelings, this paper, on the basis of existing research results, explains why teachers and their educational work are emotive from the perspective of "teachers' role one (teaching) culture". It also discusses the necessity and particularity of teachers' emotional accomplishment, puts forward the rationality of teachers' feelings (the mutual integration of emotion and rationality), and explains the resources, paths and specific strategies of teachers' emotional accomplishment. This will transform the past understanding of the relationship between teachers' feelings and education into the thinking that emotion is a fundamental attribute of education. This paper first defines the teacher's emotional accomplishment of what and why. Teachers' feelings, as a kind of professional feelings, are teachers' feelings and experiences of people in the educational world. On the basis of understanding the nature and state of emotion, teachers' emotional accomplishment is to realize, manage and express their feelings in accordance with the requirements of educational purpose and educational situation, so as to promote the consciousness and ability of emotional rationality. Systematically speaking, teachers' emotional accomplishment mainly includes three elements: emotional consciousness, emotional management and emotional expression. Compared with other professional emotional accomplishment, teachers' emotional accomplishment aims at educational activities, contains educational motivation and embodies educational principles. The core of which is to pursue the rationality of teachers' feelings, that is, the unity of teachers' feelings with purpose and regularity. Teachers' emotional rationality seems to contain two opposing concepts of emotion and rationality, which in fact reflects the development trend of the research on the relationship between emotion and reason. This paper examines the evolution of the relationship between emotion and reason in academic history, and holds that the teacher's emotion without reason is blind, the teacher's rationality without emotion is dull, and the rationality of teacher's emotion is the crystallization of the integration of the two. At the same time, with the development of society, the emotional property of education is gradually highlighted. As an emotional work, teachers must follow the requirements of emotional rules. In fact, the process of teachers practicing emotional rules is the process of emotional accomplishment. This paper then explains the strategies of teachers'emotional accomplishment. According to the characteristics of teachers' professional development stage, this paper analyzes the path of teachers' emotional accomplishment, and clarifies the resources teachers can use in this process, mainly including human resources and curriculum resources. It also points out the conditions for teachers to use these resources and the measures to optimize them. Finally, according to the factors of teachers' emotional accomplishment, this paper discusses in detail the operational strategies of teachers' emotional accomplishment from three aspects: the pursuit of rationality of emotional consciousness, the rationality of emotional management and the rationality of emotional expression. In a word, this paper aims to enrich the emotional dimension of educational research and practice through the discussion of teachers' emotional accomplishment, and to explore the ways of education from the angle of teachers' feelings. If we understand the way of education, we must attach importance to the position of teachers' emotional accomplishment in education.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G451.1
【引证文献】
相关期刊论文 前1条
1 陈宁;丁强;;论教师的情绪性知识[J];教育理论与实践;2014年22期
相关博士学位论文 前3条
1 李怡明;基础教育均衡视域下异质化教学建构[D];华东师范大学;2012年
2 杜尚荣;感悟教学研究[D];西南大学;2013年
3 董守生;论学生的自主性及其教育[D];华东师范大学;2013年
相关硕士学位论文 前6条
1 王亚利;教育情感及其评价研究[D];山西大学;2011年
2 向洁;论课堂教学中教师消极感情的表征及矫正策略[D];西南大学;2012年
3 邱佳佳;教师情感智慧发展的实践研究[D];华东师范大学;2012年
4 罗阳;教育语言的研究[D];四川师范大学;2011年
5 王春花;义务教育教师职业生存状态的研究[D];华东师范大学;2013年
6 杨姝;教师“感情先行”研究[D];华东师范大学;2014年
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