新手-熟手-专家型教师情绪觉察结构的个案研究  

A Case Study on the Emotion Awareness Structure of Novice-Proficient-Expert Teachers

作　　者：周倩 丁曼莉 汪海彬[2] Zhou Qian;Ding Manli;Wang Haibin(School of Foreign Languages,Huangshan University,Huangshan245041,China;School of Educational Science,Huangshan University,Huangshan245041,China)

机构地区：[1]黄山学院外国语学院,安徽黄山245041 [2]黄山学院教育科学学院,安徽黄山245041

出　　处：《黄山学院学报》2021年第1期114-118,共5页Journal of Huangshan University

基　　金：国家社科基金青年项目(CBA160184);国家大学生创新训练项目(201710375015)。

摘　　要：为了探究教师情绪觉察的结构维度,基于新手-熟手-专家型教师的研究范式,采取个案研究的方法,对新手型、熟手型和专家型三个不同阶段的6名教师进行深度访谈,结果发现:新手型教师和熟手型教师的情绪觉察结构包括觉察自己和觉察学生情绪两个主要维度,而专家型教师在此基础上提出了觉察生生和师生交往的人际情绪的维度;觉察学生的子维度包括学生言语动作、面部表情和行为表现,无明显差异;觉察自己的子维度,新手型教师倾向于觉察自己的表现,熟手型教师倾向于觉察自己和环境的变化,专家型教师则延伸到课前、课上、课下等情景中。To explore the structural dimensions of teachers’emotional awareness and based on the re⁃search paradigm of novice-proficient-expert teachers,this paper has interviewed the novice-proficient-ex⁃pert teachers(6 teachers for each level)through a case study.The results show that the emotional aware⁃ness structure of novice and proficient teachers is of two main dimensions:perceiving oneself and perceiv⁃ing students’emotions,while the expert teachers have extended the dimension to interpersonal emotions in student-student and teacher-students.The dimension of perceiving oneself includes students’speech,fa⁃cial and behavioral expressions without found obvious difference.The dimension of perceiving oneself shows differences among the teachers:novice teachers tend to concern their own performance,the profi⁃cient teachers tend to observe the changes between oneself and the environment,and the expert teachers extend their awareness to the whole process of before-on-after class.

关 键 词：情绪觉察 新手-熟手-专家型教师 结构维度 个案 

分 类 号：G449.6[哲学宗教—心理学]