教师情绪工作策略适用性的实验研究  

An Experimental Research:What Teachers’ Emotional Work Strategy is Appropriate

作　　者：李海燕[1] LI Hai-yan(Beijing Academy of Educational Sciences,Beijing,100036,China)

机构地区：[1]北京教育科学研究院,北京100036

出　　处：《教师教育研究》2020年第1期41-49,共9页Teacher Education Research

摘　　要：教师的职业特点决定了其高情绪工作的特征。本文通过实验研究探讨师生冲突情境下教师采用情绪工作策略的恰当性。研究结果表明,在高冲突的情境下,表层工作表现出较大的情绪唤醒,第二任务成绩深层工作比表层工作成绩要好,采用深层情绪工作比表层工作效果好;在低冲突的情境下,深层工作表现出较大的情绪唤醒,第二任务成绩表层工作比深层工作成绩要好,采用表层工作比深层工作效果好。本研究为教师的情绪管理和调控提供启示,并为教师的情绪健康和专业发展提供一定的实证支持。Teachers’ professional characteristic makes its high emotional work.This research adopts experimental design.It explores the appropriateness of teachers’ emotional work strategy in different situations.The results show that:In high conflict situation,surface acting shows higher emotion evocation,deep acting is better than surface acting on second-task performance.It is effective to adopt deep acting in high-conflict situation;In low conflict situation,deep acting shows higher emotion evocation,surface acting is better than the effect of deep acting on second-task performance.It is effective to adopt surface acting in low-conflict situation.This study provides inspiration for teachers’ emotion management and regulation,and some empirical support for teachers’ emotional health and professional development.

关 键 词：情绪工作 问题情境 实验研究 

分 类 号：G443[哲学宗教—心理学]