家长工作中幼儿教师情绪劳动的困境与消解--符号互动论视角的访谈研究  

Dilemma and Resolution of Preschool Teachers’ Emotional Labor in the Work on Parents--An Interview Research from the Perspective of Symbolic Interactionism

作　　者：徐婵[1] XU Chan(Beijing No.5 Kindergarten,Beijing,100061,China)

机构地区：[1]北京市第五幼儿园,北京100061

出　　处：《教育与教学研究》2022年第11期52-64,共13页Education and Teaching Research

基　　金：北京市教育科学“十四五”规划2021年度青年专项课题“家长工作中幼儿教师的情绪劳动及其素养优化研究”(编号:CFCA21127)。

摘　　要：幼儿教师在家长工作中需要付出大量的情绪劳动。符号互动论可以用来解释情绪劳动产生的根源,以此深刻剖析教师在家长工作中的情绪困境,分析困境产生的原因,实现对情绪困境的消解。通过对42名幼儿教师的半结构式深度访谈,基于符号互动论分析出幼儿教师在家长工作中的情绪劳动困境存在情绪失调、情绪伪装、情绪偏差三种表现,造成困境的原因有情绪地理因素、情境张力因素,以及个体、组织、情境三视角的不平衡因素,并在此基础上形成对于消解情绪困境的思考。Preschool teachers need to pay a lot of emotional labor in their work on parents.Symbolic interactionism can be used to explain the root causes of emotional labor, so as to deeply analyze teachers’ emotional dilemma in parents’ work, analyze the causes of the dilemma, and realize the resolution of emotional dilemma.Through semi-structured in-depth interviews with 42 preschool teachers, and based on the perspective of symbolic interactionism, it is revealed that preschool teachers’ emotional labor in the work on parents has three dilemmas of emotional imbalance, emotional camouflage and emotional deviation.The causes for the dilemma include emotional geographical factors, situational tension factors and unbalanced factors from the perspectives of individual, organization and situation, and on this basis, some thoughts are proposed on eliminating the emotional dilemma.

关 键 词：情绪劳动 家长工作 幼儿教师 符号互动论 

分 类 号：G616[文化科学—学前教育学]