教师调节幼儿情绪的实证研究  

Empirical Research on Teachers' Regulation of Children' s Emotion

作　　者：梁玉华[1] 王辰宇[1] 

机构地区：[1]天津师范大学教育科学学院

出　　处：《教育学术月刊》2015年第5期89-94,共6页Education Research Monthly

基　　金：天津师范大学横向项目(编号:52WR13)

摘　　要：调查研究发现,教师调节幼儿情绪存在如下特点:教师多针对幼儿兴奋、悲伤等情绪进行调节;教师多在幼儿出现情绪反应后进行即时调节,调节时机稍显急躁;教师多采用抑制策略进行调节,调节策略有待丰富;教师对幼儿情绪的调节基本有效。针对情绪调节过程中存在的问题,教师应关注幼儿情绪变化与情绪背后的原因,培养幼儿自我调控情绪的能力,善于运用多种情绪调节策略,给予幼儿积极的鼓励和引导。The research showed that teachers usually conduct adjustment on children 's emotional mood when they present over-excitement or sadness,but the time of doing it seems not suitable.Some teachers always use suppression strategies, and it brings negative effects on children, so some functional and rational strategies are needed. This paper gives corresponding suggestions to teachers that they should pay close attention to children's emotion and its causation, help children to acquire the self- regulation ability, and use various regulating strategies to provide children with active guidance and encouragements.

关 键 词：教师 幼儿 情绪调节 特点 建议 

分 类 号：G612[文化科学—学前教育学]