教师课堂情绪对高职学生学业成就的影响机制——基于扎根理论的探索性研究  

An Exploratory Study on the Influence Mechanism of Teachers'Classroom Emotions on Academic Achievement of Vocational College Students:Based on Grounded Theory

作　　者：支凤宁[1] ZHI Fengning

机构地区：[1]安徽工商职业学院经济贸易学院,安徽合肥231131

出　　处：《安徽职业技术学院学报》2024年第3期71-77,共7页Journal of Anhui Vocational And Technical College

摘　　要：在高职教育质量提升的关键时期,学生学业成就成为衡量教育成效的核心指标。本研究聚焦于高职院校教师课堂情绪对学生学业成就的影响机制,采用扎根理论进行深入探讨。研究发现,教师与学生之间的积极情绪互动不仅能够促进良好的师生关系,还能直接影响学生的学习态度、技能、动机和学习投入,从而对学生的学业成就产生积极影响。因此,建议在教学实践中注重培养积极的情感互动,并营造支持性的师生关系,这对于提升学生的学业表现至关重要。During the critical period of improving the quality of higher vocational education,students'academic achievement has become a core indicator for measuring educational effectiveness.This study focuses on the influence mechanism of teachers'classroom emotions on students'academic achievement in higher vocational colleges and conducts an in-depth discussion using grounded theory.The study finds that positive emotional interactions between teachers and students can not only promote good teacher-student relationships but also directly affect students'learning attitudes,skills,motivation,and learning engagement,thereby exerting a positive influence on students'academic achievement.Therefore,it is recommended to emphasize cultivating positive emotional interactions in teaching practice and fostering supportive teacher-student relationships,which is crucial for enhancing students'academic performance.

关 键 词：教师情绪 课堂环境 学业成就 扎根理论 情绪互动 

分 类 号：G456[文化科学—教育学]