课程变革中教师情绪的叙事研究——基于杭州市C高中的案例  

Narrative Inquiry on Teacher's Emotion in Curriculum Change——A Case Study on C High School at Hangzhou

作　　者：金琦钦 张文军[1] 

机构地区：[1]浙江大学教育学院,浙江杭州310028

出　　处：《教师教育研究》2016年第4期77-82,共6页Teacher Education Research

基　　金：教育部人文社会科学规划项目(13YJA880103)

摘　　要：理解教师情绪对课程变革的实施至关重要。本研究借鉴情绪地理学、社会—认知框架等理论视角,通过田野调查,探索了教师对课程变革的情绪体验及背后的影响因素。结果表明,在课程变革过程中,大部分教师的消极情绪比较明显,这是因为道德文化困境、制度困境和专业困境威胁了他们的专业身份认同。为改进教师的情绪体验,课程变革需要营造包容和支持的环境;同时,对课程变革的观念也亟待改变。Understanding teacher＇ s emotion is critical to the implementation of curriculum change. Using emotional geographies and social-cognitive framework, based on field study, this paper explores teacher＇ s emotion and underlying influencing factors. The results show that most teachers become negative during the process of implementing curriculum change, for moral and cultural dilemma, institutional dilemma and professional dilemma threaten their professional identity. In order to enhance teachers＇ positive emotional experience, curriculum change should create an inclusive and supportive environment ; meanwhile, the concept towards curriculum reform needs to be changed.

关 键 词：课程变革 C高中 教师情绪 专业身份认同 

分 类 号：G443[哲学宗教—心理学]