家校互动中教师的情绪劳动策略及其选择动因——基于个案的叙事研究  

Teachers􀆳Emotional Labor Strategies and Their Motivation of Choice in Home-School Interactions:Case-Based Narrative Research

作　　者：康米 蔡辰梅[2] 黄青青 KANG Mi;CAI Chenmei;HUANG Qingqing(School of Educational Sciences,Shanxi Xueqian Normal University,Xi􀆳an,Shaanxi,710100,P.R.China;School of Education,Guangzhou University,Guangzhou,Guangdong,510006,P.R.China)

机构地区：[1]陕西学前师范学院教育科学学院,陕西西安710100 [2]广州大学教育学院,广东广州510006

出　　处：《广东第二师范学院学报》2023年第2期48-60,共13页Journal of Guangdong University of Education

基　　金：陕西省教育科学“十三五”规划青年课题“自我对质视角下高校青年教师身份认同研究”(SGH20Q239);广东省哲学社会科学规划2021年度青年项目“基于学生心理发展特点的小学教师有效关怀行为研究”(GD21YJY16);广西高校中青年教师科研项目“舆论诉求与困境突围:全媒体时代小学家校冲突研究”(2021KY0699)。

摘　　要：家校互动是一种具有情绪负载的,建立在情绪理解与交流基础上的实践活动。基于象征互动论,采用叙事研究法,发现家校互动过程中教师情绪劳动策略的现实表征主要包括“真情流露”与“情绪宣泄”的自然表达策略、“主动适应”与“被动压制”的表层表演策略、“改变认知”与“自我心理暗示”的深层表演策略。教师情绪劳动策略选择主要受教师“个体特征”与“个人传记”、教师与家长之间“情绪距离”和学校“前台”的“支持氛围”及“情绪规则”的影响。因此,家校互动中教师情绪劳动策略的优化路径:一是要从教师个体层面出发,提升教师自我情绪整饰能力,唤起教师内心正向情意特质;二是要在家校关系层面强调“情”的作用,积极构建基于情绪理解的家校关系;三是要从学校组织层面完善教师情感支持体系,减轻教师工作压力。Home-school interaction is an emotionally loaded,hands-on activity based on emotional understanding and communication.Based on the symbolic interactionism and the narrative research method,this study found that the realistic representations of teachers􀆳emotional labor strategies in home-school interactions include natural expression strategies based on“true expression”and“emotional catharsis”,surface performance strategies based on“active adaptation”and“passive suppression”,and deep performance strategies based on“cognitive change”and“psychological suggestion”.Teachers􀆳choice of emotional work strategies was influenced by teachers􀆳“individual characteristics”“personal biographies”,the“emotional distance”between teachers and parents,and the“supportive climate”and“emotional rules”of the school􀆳s“setting”.Therefore,the results of this study suggest that the optimization of teachers􀆳emotional labor strategies in home-school interactions should improve teachers􀆳self-emotional adjustment ability at the individual level to evoke their positive emotional qualities and emphasize the role of“emotion”in the home-school relationship level to build a home-school relationship based on emotional understanding.Improving teachers􀆳emotional support system at the school organization level to reduce teachers􀆳work load is also suggested.

关 键 词：家校互动 教师情绪 情绪劳动 叙事研究 象征互动论 

分 类 号：G459[文化科学—教育学]