人文取向的当代西方教师情感研究  

Contemporary Western Studies on Teacher Emotion Research from a Humanistic Approach

作　　者：沈辉 张华军[1] 薛旭楠 周冰倩 SHEN Hui;ZHANG Huajun;XUE Xunan;ZHOU Bingqian(Center for Teacher Education Research,Beijing Normal University,Key Research Institute of Humanities and Social Sciences in Universities,Ministry of Education of China,Beijing 100875,China)

机构地区：[1]教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心,北京100875

出　　处：《教育学报》2024年第2期64-76,共13页Journal of Educational Studies

摘　　要：人文取向的教师情感研究关注教师作为一个整全的人的发展,强调教师发展的主体性和精神性特质。通过对已有文献的综述,发现人文取向的教师情感研究汲取心理学、社会学等不同学科的研究成果,但这一取向主要关注教师职业所内含的主体状态和精神性,常常通过隐喻等方式展开对教师精神内涵的可能性想象。同时,这一取向认为教师的精神是在日常教学饱含情感的实践中生发的,教师全身心投入的教学实践体现了具身的审美性。在研究方法上,人文取向的教师情感研究常通过叙事、传记等形式展开,在研究路径上强调研究者的“亲证”立场。The research on teacher emotions that focuses on the development of teachers as whole individuals,and emphasizes the subjectivity and spirituality of teacher development,is referred to as a humanistic approach to teacher emotions.The humanistic approach to teacher emotion research draws from the findings of psychology,sociology,and other disciplines.However,it particularly emphasizes the inherent subjectivity and spirituality of the teaching profession,that is,the emotional motivation for teachers’teaching comes from a sense of spiritual calling experienced by the teachers as subjects.This research approach often uses metaphors and other methods to explore the possible meanings of the spiritual qualities of teachers.It also argues that teachers’spirituality is generated in the daily practice of teaching,which is full of emotions.The teaching practice that teachers engage in with their whole body and mind therefore is an embodied aesthetic activity.In terms of research methods,the humanistic approach often utilizes forms such as narratives and biographies,emphasizing the researcher’s“bearing witness”stance within the research process.

关 键 词：人文取向的教师研究 教师情感 教师专业发展 

分 类 号：G659.1[文化科学—教育学]