探究師生互動關係中的教師情緒

Abstract

情緒的議題一向被視為與個人的心理、大腦活動有關，因此一位有效能的教師往往被認為須有良好的自我的情緒管理。然而近二十多年來，諸如Zembylas、Hargreaves等學者認為：教學不單是一種認知活動，強調教學情緒也是一種社會文化面向的問題；情緒絕不僅是個人的內在事務，情緒也是社會互動的產物，是社會建構而成。因此本研究想探討教師情緒產生的緣由及脈絡，進而瞭解教師情緒產生背後的社會意義，以作為教師情緒理解與反思自我情緒表達之參考。 本研究透過Hochschild的情緒勞動與Hargreaves的情緒地理理論，由社會文化層面來探討教師情緒，並採質性研究，參酌「深度的現象學訪談」的精神，透過深度訪談2位國中女老師，以蒐集研究參與者內在獨特的經驗及感受。所得研究結論為：知識面上師生易因道德地理而疏離；在規範面上教師應以寬容諒解拉近師生間的政治距離；制度面上學校應避免過多活動造成師生負擔；心理面上師生宜多拉近彼此的社會文化距離。最後基於研究發現及結論，提出建議。

People always believe that there are some relations among the issues of emotion, personal phychology and activities of brain. Therefore, an effective teacher will be expected to have well emotional management. During the two decades, the scholars like Zembylas, Hargreaves thought that teaching is not just a simple congniton activity. They emphasized that teaching emotion is a problem of dimension of social culture. Emotion is not only the inner affairs of everyone but also the production of social interaction. And it was constructed by the society. For this reason, this study would dissus the causes of production of teachers’ emotion and sequence of ideas. Further, people will learn the meanings behind the production of teachers’ emotion. Those could be the references of teachers’ emtional understanding and the self-examination of self-expression of emotion. This study is used the method of qualitative research to dissuss the teachers’ emotion by the dimensions of social culture of Hochschild’s emotional labor and Hargreaves’ emotional geography. And this study refers to the essence of in-depth interview of phenomenology. It collects and research the inner and unique experiences and feelings by in-depth interview two female teachers in junior high schools. The final conclusions analyze the reasons of negtive emotion of theachers’ from the dimensions of knowledge, standard, rules, psychology. At the last, the study brings up some suggestions based on detections and conclusions.