幼儿园师幼互动中教师情绪管理的个案研究

发布时间：2018-06-22 10:37

本文选题：师幼互动 + 幼儿园教师　；参考：《东北师范大学》2017年硕士论文

【摘要】：教师情绪管理对于教师自身和幼儿的发展以及师幼关系都具有重要的价值。情绪管理能够使教师维持积极的情绪状态,身心健康得到发展,拥有良好的人际关系,提高教师的工作满意度和自我效能感。幼儿园教师作为幼儿生活中的“重要他人”,其情绪更是幼儿园教育中不容忽视的要素。而现如今,幼儿园教师的情绪问题日益堆积和凸显,虐童事件不断发生,幼儿被迫成为教师不良情绪的接收者,身心健康受到了极大的伤害。幼儿园教师情绪管理意识不足,不能较好地管理自己的情绪,是这些悲剧发生的重要原因之一。在此情况下,幼儿园教师的情绪管理是一个值得并需要研究的问题。本研究采用质的研究取向中的个案研究法,以目的性抽样中的典型个案抽样方法选取了长春市两所普通幼儿园为个案。为了保证个案的选取具有全面性,选取了一所公办幼儿园A园和一所民办幼儿园B园。A、B两所幼儿园均为长春市的普通幼儿园,具备典型个案的特点,具有一定的代表性。在A、B两所幼儿园中,按照教师的教龄、学历和任教年级对教师进行分层目的型抽样,共抽取了26名研究对象。通过分析这些幼儿园教师在师幼互动中的情绪管理的原始资料,呈现出幼儿园教师情绪管理的基本状况。本论文主要分为以下五个部分:第一部分:问题提出。主要阐述本研究的研究背景、研究问题和研究意义。第二部分:研究综述。从相关概念界定、情绪的相关研究、教师情绪及情绪管理的相关研究和幼儿园教师情绪的相关研究几个方面对教师情绪管理的研究进行了梳理和整合,并反思与归纳现有的研究。第三部分:研究方法与过程。主要阐述了研究方法的确定、研究对象的选取以及研究的具体实施过程,并探讨了研究中的伦理与效度问题。第四部分:幼儿园师幼互动中教师情绪管理的基本状况。主要包括教师情绪的出现、教师对情绪的认知、教师对自我情绪的管理和教师对幼儿情绪的把控,通过对个案的描述与分析呈现出立体、具体的幼儿园教师情绪管理的基本状况。第五部分:研究结论与建议。在分析教师情绪管理基本状况的基础上,总结归纳出教师情绪管理的相关结论:教师情绪的产生主要受外部因素的影响、教师情绪认知与其情绪管理行为存在差异、教师的情绪管理策略具有多样性、教师情绪管理的效果直接影响班级氛围、教师自身的观念和经验是影响其情绪管理的主要因素。因此要加强教师的情绪管理意识,提高教师的情绪管理能力,注重幼儿园对教师的人文关怀,转变家长的教育观念。
[Abstract]:Teachers' emotional management is of great value to the development of teachers and young children as well as the relationship between teachers and children. Emotional management can make teachers maintain positive emotional state, develop physical and mental health, have good interpersonal relationship, and improve teachers' job satisfaction and self-efficacy. Kindergarten teachers, as important others in children's life, their emotions are not to be ignored in kindergarten education. Nowadays, the emotional problems of kindergarten teachers are accumulating and prominent day by day. Child abuse incidents occur constantly, and children are forced to become the receiver of teachers' bad emotions, and their physical and mental health is greatly damaged. One of the important reasons for these tragedies is the lack of consciousness of emotional management and the inability to manage their own emotions. In this case, the emotional management of kindergarten teachers is a worthy and need to be studied. In this study, two ordinary kindergartens in Changchun were selected as a case study by using the case study method of qualitative research orientation and the typical case sampling method of purposeful sampling. In order to ensure the comprehensive selection of individual cases, a public kindergarten A garden and a private kindergarten B garden. Anb kindergarten are both ordinary kindergartens in Changchun, which have the characteristics of typical cases and have certain representativeness. In two kindergartens, 26 subjects were sampled according to teachers' teaching years, academic qualifications and grades. By analyzing the original data of emotional management of kindergarten teachers in teacher-child interaction, the basic state of emotional management of kindergarten teachers is presented. This paper is divided into the following five parts: the first part: put forward the question. This paper mainly describes the research background, research issues and research significance. The second part: the summary of the research. From the related concept definition, the emotion correlation research, the teacher emotion and the emotion management correlation research and the kindergarten teacher emotion correlation research several aspects have carried on the combing and the conformity to the teacher emotion management research. And reflect on and sum up the existing research. The third part: research method and process. This paper mainly discusses the determination of research methods, the selection of research objects and the specific implementation process of the research, and discusses the ethical and validity issues in the research. The fourth part: the basic situation of teachers' emotional management in kindergarten teacher-child interaction. It mainly includes the appearance of teacher's emotion, teacher's cognition of emotion, teacher's management of self-emotion and teacher's control of infant's emotion. The basic state of emotional management of kindergarten teachers. Part V: conclusions and recommendations. On the basis of analyzing the basic situation of teacher's emotion management, the author summarizes the relevant conclusions of teacher's emotion management: the teacher's emotion is mainly influenced by external factors, and the teacher's emotion cognition is different from his emotion management behavior. Teachers' emotional management strategies are diverse, the effect of teachers' emotional management directly affects the atmosphere of the class, and teachers' own ideas and experiences are the main factors that affect their emotional management. Therefore, it is necessary to strengthen teachers' consciousness of emotional management, improve teachers' ability of emotional management, pay attention to the humanistic care of teachers in kindergartens, and change parents' educational concepts.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G615

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