基于教师对幼儿情绪调节指导策略研究现状的思考  

Reflections on the Current Situation of Teachers' Instruction Strategies for Emotion Regulation

作　　者：李晗[1] 

机构地区：[1]西南大学教育学部,重庆400700

出　　处：《教育教学论坛》2017年第24期199-200,共2页Education And Teaching Forum

摘　　要：幼儿情绪能力的发展与教师对幼儿情绪调节的指导紧密相关。目前,国内关于教师对幼儿情绪调节指导策略的研究较少关注活动过程中幼儿的情绪调节过程,更没有就教师所采用的指导策略进行深入分析。笔者认为,研究教师对幼儿情绪调节的指导策略,应从两方面着手:一方面从幼儿的视角来看,需要深入了解幼儿的个体特征与情绪能力发展特点,剖析情绪事件的起因、经过从而探讨教师策略的针对性。另一方面从促进教师的专业发展来看,需要从教师的情绪教育观、教师个人素养等多个维度剖析教师指导策略的影响因素,探讨教师指导策略的有效性与艺术性。the development of teachers and children＇s emotional competence of preschool children＇s emotion regulation is closely related to the guidance.At present,the domestic teachers about the children to children＇s emotional regulation guiding strategy research is less concerned in the process of emotion regulation process,no more teachers used to guide strategies for in-depth analysis.The author believes that the study of teachers on children＇s emotion adjust the strategy,two aspects should be：on the one hand,from the perspective of children,need a deeper understanding of individual characteristics and emotional competence characteristics of children,analyzes the cause of the incident through the emotions and explore strategies for the teachers.On the other hand to promote the professional development of teachers,to From the perspective of teachers＇ emotional education,teachers＇ personal literacy and other dimensions,this paper analyzes the influencing factors of teacher guidance strategies,and discusses the effectiveness and artistry of teacher guidance strategies.

关 键 词：幼儿 情绪调节 教师指导策略 

分 类 号：G610[文化科学—学前教育学]