适应与拓殖:支教教师情感能量的社会建构  

Adaptation and Colonization:Social Construction of Volunteer Teachers′ Emotional Energy

作　　者：万晓霞 常亚慧 WAN Xiaoxia;CHANG Yahui(Teacher Education College,Qinghai Minzu University,Xining Qinghai 810007,China;Faculty of Education,Shanxi Normal University,Xi'an Shaanxi 710062,China)

机构地区：[1]青海民族大学教师教育学院,青海西宁810007 [2]陕西师范大学教育学部,陕西西安710062

出　　处：《教师发展研究》2023年第2期87-94,共8页Teacher Development Research

基　　金：中国基础教育质量监测协同创新中心重大培育项目“我国中小学班主任专业能力调查”(BZPK01BZPK01);青海民族大学校级规划项目“青海省海北藏族自治州基础教育高质量发展的路径研究”(23GH17)。

摘　　要：支教教师情感能量的建构隐匿在支教过程中,为解释支教教师行动策略、揭示支教实效性提供了理论分析框架。基于互动仪式链理论,分析了支教教师情感能量的生成、蓄积与释放的社会建构逻辑,发现现实中支援学校情境的权力区隔与受援学校情境的地位分界蓄积了支教教师的负向情感能量。支教教师采取“屈从”与“退守”的行动策略,适应“前台”情境的秩序;在“后台”情境中,支教教师则积极拓殖行动空间,采取“自决”的策略,释放负向情感能量,补偿正向情感能量。The construction of volunteer teachers′ emotional energy is hidden in the process of volunteer teaching,which provides a theoretical analysis framework for explaining the action strategies of volunteer teachers and revealing the effectiveness of volunteer teaching.Based on the interactive ritual chains theory,the social construction logic of the generation,accumulation and release of volunteer teachers′ emotional energy has been analyzed,and finds that the power division of the supporting school situation and the status division of the receiving school situation contain the negative emotional energy of the volunteer teachers.The volunteer teachers adopt the action strategies of "submission" and "retreat" to adapt to the order of the "foreground" situation.In the "background" situation,the volunteer teachers actively colonize the action space,and adopt the strategy of "self-determination" to release negative emotional energy and compensate for positive emotional energy.

关 键 词：支教教师 情感能量 互动仪式链 教育社会学 

分 类 号：G451[文化科学—教育学]