教师行使教育惩戒权的情绪劳动研究  

On the Emotional Labor of Teachers’Exercise of Educational Disciplinary Power

作　　者：程龙 CHENG Long(College of Education Science,Sichuan Normal University,Chengdu,Sichuan,610068,China)

机构地区：[1]四川师范大学教育科学学院,四川成都610068

出　　处：《教师教育研究》2022年第4期14-19,共6页Teacher Education Research

摘　　要：教师行使教育惩戒权蕴含着情绪劳动,长期遭受负性情绪困扰,需要对其进行积极引导和合理调控。教师行使教育惩戒权情绪劳动表现在三个方面:概念特征上包含师生双方的情绪劳动,产生过程上是教师对学生违纪行为是否予以惩戒的“判断”,行为意向上表现为教师“不敢惩”“不愿惩”。教师行使教育惩戒权的情绪劳动容易造成“工作倦怠”“伪装扮演”“情绪耗竭”等现实困境。为了化解教师行使教育惩戒权的情绪困境,促使教育惩戒权合情、合理、合法地使用,需要正确认识教师行使教育惩戒权中的情绪劳动,通过“内修外铄”提升教师心理资本素质,借助“反思实践”培育教师情绪智慧,通过协同共建提供组织和情境因素支持。Teachers’exercise of educational discipline power contains emotional labor,and they suffer from negative emotional distress for a long time,so they need to be actively guided and reasonably regulated.Teachers’exercise of educational discipline power is manifested in the conceptual features include the emotional labor of teachers and students,the production process is the“judgment”of whether teacher will discipline students for disciplinary violations,and the behavioral intention teachers“afraid to punish”and“unwilling to punish”.The emotional labor of teachers exercising the right of education and discipline has caused realistic dilemmas such as“job burnout”,“pretend play”and“emotional exhaustion”.In order to resolve the emotional dilemma of teachers exercise of educational discipline power for the rational,reasonable and legal use,we need correctly understand the emotional labor,improve teachers psychological capital through“internal cultivation and external training”,cultivate teachers emotional wisdom with the help of“reflective practice”,and cooperate to provide organizational and contextual factors support.

关 键 词：教育惩戒权 情绪劳动 情绪负荷 情绪心理学 

分 类 号：G443[哲学宗教—心理学]