国际中文教师线上教学情绪劳动策略研究  

Emotional Labor Strategies of Online Teaching for International Chinese Language Teachers

作　　者：张竹芮 Zhang Zhurui

机构地区：[1]北京大学对外汉语教育学院

出　　处：《国际中文教育(中英文)》2025年第1期48-62,共15页International Chinese Language Education

摘　　要：良好的教学工作总是伴随着积极情绪的投入,因此,教师的情绪在教学活动中也不可避免地成为被要求、被支配的一部分,需要遵循一定的规则表现出适当的情绪。本研究采用质性研究方法,通过访谈收集原始资料,探究熟手教师的情绪劳动策略。研究发现,接受访谈的12位熟手教师较多使用深层行为策略,分别有重构、分离、重新聚焦和结构依附,较少使用表层行为和真实表达策略,表层行为策略包括隐藏、伪装、抑制和妥协,真实表达策略包括宣泄和释放。深层行为策略中结构依附的使用频率最高,而在重构策略的使用上,教师更倾向于从角色意识出发去调节情绪。本研究丰富了教师情绪劳动策略的研究,也基于教师情绪及发展提出了相关启示。Successful teaching work is always accompanied by positive emotional engagement,so teachers’emotions are inevitably part of the teaching activities that are demanded and dictated by the need to follow certain rules to show appropriate emotions.This study used the qualitative research method to collect primary data through interview work to explore the emotional labor strategies of skilled teachers.It was found that the twelve skilled teachers in this study used deep acting strategies more frequently,namely reframing,detachment,refocusing,and structural attachment,and less frequently used surface acting and genuinely expressing strategies,the former including hiding,camouflaging,inhibiting,and compromising,and the latter including catharsis and releasing.The structural attachment was used most frequently,while in the use of reframing strategies teachers preferred to regulate emotions from role awareness.Accordingly,this study enriches the research on teachers’emotional labor strategies and also suggests relevant implications based on teachers’emotions and development.

关 键 词：国际中文教师 情绪劳动 线上教学 

分 类 号：H08[语言文字—语言学]