我国中学教师激励风格的表现形式与主要类型  

Motivating Styles of Middle School Teachers in China: Performances and Patterns

作　　者：赖丹凤[1] 伍新春[1] 吴思为[1] 胡博[1] 

机构地区：[1]北京师范大学心理学院,北京100875

出　　处：《教师教育研究》2012年第4期19-24,共6页Teacher Education Research

基　　金：北京市教育科学规划重点课题(AIA08064)成果之一

摘　　要：本研究在借鉴自我决定理论的基础上,通过对194名中学生的质性访谈材料进行文本分析,得出我国中学教师激励风格的18种常见表现形式和4种主要类型。结果表明,除了支持-控制型激励外,我国教师对关系型激励的应用也较为普遍,且不同关系激励策略体现出迥异的互动属性。据此,研究者提出我国教师激励风格的二维结构假设,其中互动维度(支持-控制性)与西方现有理论相吻合,而资源维度(个体-关系性)则是我国文化和教学实践的特殊表现。二维模型的提出是对自我决定理论的验证、补充和扩展,为指导动机教学改革提供了科学依据。194 middle school students are invited to participate in the group interviews with regard to their teachers＇ moti- vating styles. Grounding on the self - determination theory （ SDT）, the discourses are transcribed and eoded. There are 18 motivation performances and they are categorized into 4 main patterns. The results show that it is common for Chinese middle school teachers to motivate students with interpersonal motivating strategies other than autonomy - supporting or controlling approaches. Moreover, the interactive characteristics of different interpersonal motivating strategies vary greatly. According- ly, the two - dimensional model of teachers＇ motivating style, interaction dimension （ autonomy - supporting vs. control- ling） and resource dimension （personal vs. interpersonal）, is proposed. The interaction dimension is in accordance with the existed theory and the resource dimension reflects the distinguishing feature of Chinese culture and educational practice. Furthermore, this two - dimensional model is expected to verify, complement and expand the SDT. Also, the result of this study will provide scientific suggestions for education reform in China.

关 键 词：激励风格 自我决定理论 支持型 控制型 关系激励 

分 类 号：G635.1[文化科学—教育学]