專家型教師情緒智能的表徵與成因

孫彩霞, 李子建

Research output: Contribution to journalArticlespeer-review

Abstract

教學不僅要關注學科內容知識的傳遞,還需關注教學中人際情感的互動和積極情感的培育。專家型教師具有較高的情緒智慧,主要表現在這類教師擁有積極樂觀、自信滿足的情緒狀態;能夠理解學習者的情緒需要,面對學習者的負向情緒能及時表達同理心;能善於運用情緒的角色和情緒調節策略,構建和諧的師生關系營造積極的課室學習氛圍。持續自主地鉆研所教學科和學校同儕的支持是其情緒智慧增進的重要動能。探索專家型教師情緒智慧的表徵與成因對重新思考育人質量有重要的啟示。
Teaching should not only focus on the transfer of teaching knowledge, but also pay attention to the interaction of interpersonal emotions and the cultivation of positive emotions in teaching. Outstanding teachers have higher emotional intelligence, which is mainly reflected in the positive, optimistic, confident and satisfied emotional state of such group teachers. They can understand learners’ emotional needs, express empathy in time when facing learners’ negative emotions, and are good at using emotional roles and emotional regulation strategies to build a harmonious teacher-student relationship and a positive classroom learning atmosphere. The continuously learning and studying on their teaching and school support for their professional growth is the important force which driving outstanding teachers promote their emotional intelligence. Exploring the characteristics of emotional intelligence of outstanding teachers is of great significance to rethink effective teaching and teaching quality. Copyright © 2020 華東師範大學.
Original languageChinese (Traditional)
Pages (from-to)18-26
Journal基礎教育
Volume17
Issue number4
Publication statusPublished - Aug 2020

Citation

孫彩霞和李子建(2020):專家型教師情緒智能的表徵與成因,《基礎教育》,17(4),頁18-26。

Keywords

  • 專家型教師
  • 情緒智能
  • 育人質量
  • Outstanding teachers
  • Emotional intelligence
  • Teaching quality
  • Alt. title: Exploring on the characteristics of outstanding teachers’ emotional intelligence and reflecting on the teaching quality