师范生原生职业情感转化的机制及策略  

A Study on the Transformation Mechanism and Strategy of the Original Professional Emotion of Student Teachers

作　　者：杨慧[1] YANG Hui(Taizhou College,Nanjing Normal University,Taizhou 225300,China)

机构地区：[1]南京师范大学泰州学院,江苏泰州225300

出　　处：《当代教育理论与实践》2021年第4期147-151,共5页Theory and Practice of Contemporary Education

基　　金：江苏省高校哲学社会科学立项研究项目(2019SJB947);江苏省高校一流专业建设成果(苏教高〔2019〕8号)。

摘　　要：积极、稳定的职业情感是教师专业发展的持久动力。许多师范生在最初选择师范专业时是基于原生的职业情感,即个人生活体验对教师职业的热爱、认可。原生的职业情感是师范生专业发展的良好根基,它能驱动榜样的定向观察,接纳积极的教育暗示,促进教师职业认同的深化,激活教师的职业效能感,使教师职业情感向稳定性专业情感转化。因此,基于其中的转化机制,师范生原生职业情感积极转化需要做到:树立优秀教师榜样,增强专业定向性;营造良好的教育氛围,培育积极的专业情感;引导自我调节系统构建,强化职业认同感;优化专业实践课程,增强职业效能感。Positive and stable professional emotion is the lasting power of teachers professional development.Many student teachers choose teaching major based on their original professional emotion which generates from their personal life experience.The original professional emotion is a good foundation for the professional development of student teachers.It can drive the directional observation of model teachers,accept the positive educational hints,promote the deepening of the professional identity of teachers,activate the professional efficacy of teachers,and make the professional emotion of teachers transform to the stable professional emotion.The strategies for the positive transformation of the original professional emotion of student teachers are:setting an example of excellent teachers to enhance professional orientation,creating a good educational atmosphere to cultivate positive professional emotion,guiding the construction of self-regulation system to strengthen professional identity and optimizing professional practice courses to enhance professional efficacy.

关 键 词：师范生 职业情感 转化 

分 类 号：G40[文化科学—教育学原理]