情感劳动研究的模型比较——兼论教师如何改进情感实践  

A Comparison of Emotional Labor Models and a Discussion of How Teachers Can Improve Their Emotional Practice

作　　者：田国秀[1] 朱小爽 张紫涵 TIAN Guoxiu;ZHU Xiaoshuang;ZHANG Zihan(College of Teacher Education,Capital Normal University,Beijing 100048)

机构地区：[1]首都师范大学教师教育学院,北京100048

出　　处：《比较教育研究》2024年第8期57-66,共10页International and Comparative Education

摘　　要：教育是一项情感实践,需要教师付出大量的情感劳动。阿莉·拉塞尔·霍赫希尔德首创的“情感劳动”概念及相关理论引发丰富的后续研究。格兰迪、托特泰尔、博尔顿和哥伦布四位学者分别从情感劳动策略的完善、情感劳动过程的细化、情感劳动动机的探究、情感劳动行为的识别视角建构情感劳动模型,在操作取向、动机探究和关系思维三个维度上对情感劳动理论进行推进。这种情感劳动理论发展的动向提示教师以过程性、关系性、文化性视角审视情感劳动:提升文化敏感度,情绪情感表现要因地制宜;增强动机觉察力,情绪情感处理要理性客观;提高行为适切性,情绪情感运用要因势利导。Education is an emotional practice,and the work of teachers involves a great deal of emotional labor.Arlie Russell Hochschild pioneered the concept of"emotional labor"and sparked extensive follow-up research.Grandey,Tottertell,Bolton,and Glomb have constructed emotional labor models from the perspectives of improving emotional labor strategies,refining emotional labor processes,exploring emotional labor motivations,and identifying emotional labor behaviors.They have advanced the emotional labor theory in three dimensions:operational orientation,motivation exploration,and relational thinking.This trend in the development of emotional labor theory encourages teachers to examine emotional labor from the perspectives of process,relationship,and culture:to enhance cultural sensitivity,the emotional expression should be adapted to local conditions;to enhance motivation awareness,emotional processing should be rational and objective;to improve the appropriateness of behavior,and the use of emotion should be guided according to the situation.

关 键 词：情感劳动 模型比较 教师情感实践 

分 类 号：G650[文化科学—教育学]