體驗區
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| 篇名 |
教师情绪劳动：三类情绪的区分与关系协调
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| 並列篇名 |
Teacher's Emotional Labor: The Distinction of Three Kinds Emotions and Coordination of Their Relations
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| 作者 |
田国秀(TIAN Guoxiu)
、刘忠晖(LIU Zhonghui)
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| 中文摘要 |
教师情绪劳动是教师为表达学校所要求的情绪状态主动进行的情绪调节。为此，教师需要正视三类情绪：工作需要的情绪、自己感受的情绪和经过调整后表现出来的情绪。这三类情绪分别简称为需要的情绪、感受的情绪和表现的情绪。三者之间并不总是步调一致、和谐统一的，由此会导致情绪失调的出现。在工作实践中，为避免情绪过激或过度，教师要主动辨识这三种情绪，并妥善处理三者的关系，可以采用的策略为：把控时机，协调预防策略与补救策略；明确方向，协调参与策略与转移策略；善用技巧，协调深层扮演与浅层扮演。
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| 英文摘要 |
The teacher’s emotional labor is the teacher’s active emotional regulation in order to express the emotional state required by the school. Therefore, teachers need to face up three kinds of emotions: the emotion required by work, the emotion they feel and the emotion they express after adjustment, in short, they are called the required emotion, the felt emotion and the expressed emotion. The three kinds of emotion are not always coordinated and harmony, which will lead to the emotional dissonance. In order to avoid emotional overreaction or overheated in practice, teachers should actively identify three emotions and properly deal with their relations. The strategies that can be adopted included: controlling timing to coordinate preventive strategy and remedial strategy; clear direction to coordinate participant strategy and transfer strategy; and making good use of skills to coordinate deep acting and surface acting.
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| 頁次 |
003-010
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| 關鍵詞 |
教师情绪劳动
、情绪失调
、情绪调节
、the teacher’s emotional labor
、emotional dissonance
、emotional regulation
、CSSCI
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| 卷期 |
43:4
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| 日期 |
202104
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| 刊名 |
比較教育研究
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| 出版單位 |
北京師範大學/研究所
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