专家型教师情绪智能的表征与成因  

Exploring on the Characteristics of Outstanding Teachers’Emotional Intelligence and Reflecting on the Teaching Quality

作　　者：孙彩霞 李子建 SUN Cai-xia;John Chi-Kin Lee(Teacher Education College,Huzhou Universtiy,HuZhou,Zhejiang,313000,China;The Education University of Hong Kong,Hong Kong,China)

机构地区：[1]湖州师范学院教师教育学院,浙江湖州313000 [2]香港教育大学,中国香港

出　　处：《基础教育》2020年第4期18-26,共9页Journal of Schooling Studies

基　　金：浙江省高等教育“十三五”第一批教学改革项目《基于全程实践模式下职前幼儿教师实践反思能力的提升研究》(项目编号:JG20180326);湖州师范学院人文预研究项目《城镇化进程中乡村教师情绪地理的建构》(项目编号:2016SKYY02);湖州师范学院校级教研教改重点项目《教师专业发展学校建设策略研究》(项目编号:JGA1701)。

摘　　要：教学不仅要关注学科内容知识的传递,还需关注教学中人际情感的互动和积极情感的培育。专家型教师具有较高的情绪智能,主要表现在这类教师拥有积极乐观、自信满足的情绪状态;能够理解学习者的情绪需要,面对学习者的负向情绪能及时表达同理心;能善于运用情绪的角色和情绪调节策略,构建和谐的师生关系营造积极的课室学习氛围。持续自主地钻研所教学科和学校同侪的支持是其情绪智能增进的重要动能。探索专家型教师情绪智能的表征与成因对重新思考育人质量有重要的启示。Teaching should not only focus on the transfer of teaching knowledge,but also pay attention to the interaction of interpersonal emotions and the cultivation of positive emotions in teaching.Outstanding teachers have higher emotional intelligence,which is mainly reflected in the positive,optimistic,confident and satisfied emotional state of such group teachers.They can understand learners’emotional needs,express empathy in time when facing learners’negative emotions,and are good at using emotional roles and emotional regulation strategies to build a harmonious teacher-student relationship and a positive classroom learning atmosphere.The continuously learning and studying on their teaching and school support for their professional growth is the important force which driving outstanding teachers promote their emotional intelligence.Exploring the characteristics of emotional intelligence of outstanding teachers is of great significance to rethink effective teaching and teaching quality.

关 键 词：专家型教师 情绪智能 育人质量 

分 类 号：G451[文化科学—教育学]