教师对幼儿消极情绪的认识与回应
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摘要
教师对幼儿消极情绪的认识与回应是否正确恰当,会对幼儿的情绪健康发展产生重要的影响。本研究通过访谈法和观察法调查10位幼儿园教师对幼儿消极情绪的认识与回应情况,结果发现多数教师对幼儿的消极情绪有正确的认识,多数情况下幼儿的消极情绪都能够得到教师的主动关注和有效识别,尤其是愤怒、害怕、悲伤等较为明显的消极情绪;在对待幼儿消极情绪的态度上,多数情况下教师对于紧张、伤心、生气等中等程度的消极情绪是较为接纳的,但一旦引导无效,或幼儿消极情绪频繁出现,教师会做出忽视或否定的消极反应;在对幼儿消极情绪进行回应方面,多数教师能够采用支持性的回应方式。从积极的角度看待幼儿的消极情绪及其产生的原因,有助于教师接纳和理解幼儿的消极情绪,"冷处理"等忽视或否定幼儿消极情绪的教育方式则会对幼儿的情绪健康产生不利影响。
This research interviewed and observed 10 preschool teachers about their beliefs and behaviors towards children's negative emotion. The result shows that most of teachers develop a proper understanding towards children 's negative emotion,and they can respond to children 's negative emotion in supportive ways. It will help teachers accept and understand children 's feeling,if teachers can view children 's negative emotion from positive perspective. Neglecting or criticizing children 's emotion will be harmful to children's emotional health.
This research interviewed and observed 10 preschool teachers about their beliefs and behaviors towards children's negative emotion. The result shows that most of teachers develop a proper understanding towards children 's negative emotion,and they can respond to children 's negative emotion in supportive ways. It will help teachers accept and understand children 's feeling,if teachers can view children 's negative emotion from positive perspective. Neglecting or criticizing children 's emotion will be harmful to children's emotional health.
引文
[1]董光恒.积极情绪与消极情绪启动对冲动控制影响的差异研究[D].大连:辽宁师范大学,2008:1-2.
[2][16]孟昭兰.情绪心理学[M].北京:北京大学出版社,2005:155,206.
[3]乔建中.情绪研究:理论与方法[M].南京:南京师范大学出版社,2003:55-60.
[3]ASHIABI S.Promoting the emotional development of preschoolers[J].Early Childhood Education Journal,2000(28):79-84.
[5]衡书鹏.父母情绪表达、情绪教导对儿童攻击行为的影响---情绪调节能力的中介作用[J].信阳师范学院学报(哲学社会科学版),2014(5):24-28.
[6]应玉红.小班幼儿消极情绪的疏导策略[J].宁波教育学院学报,2013(4):124-126.
[7]AZIO R H.How do attitudes guide behavior?Handbook of motivation and cognition:foundations of social behavior[M].New York,NY:Guilford,1986:204-243.
[8]EISENBERG N.Parental socialization of emotion[J].Psychological Inquiry,1998,9:241-273.
[9]施塔,卡拉特.情绪心理学[M].周仁来,等译.北京:中国轻工业出版社,2015:55.
[10]MARILOU H.The emotional development of young children[M].New York:Teachers College Press,2004:87-89.
[11]但菲,梁美玉,薛瞧瞧.教师对幼儿情绪表达事件的态度及其意义[J].学前教育研究,2014(12):3-7.
[12]栗早霞.小学教师课堂教学情绪管理的现状及对策研究[D].大连:沈阳师范大学,2011:35-36.
[13]张红玉.教师对中班幼儿消极情绪表达事件应对方式的研究[D].保定:河北大学,2016:38-48.
[14]HEY J A.Child care teachers’beliefs and practices regarding socialization of emotion in young children[J].Journal of Early Childhood Teacher Education,2005(26):283-295.
[15]张锐.幼儿教师的情绪教育观研究[D].重庆:西南大学,2007.
[17]HOCHSCHILD A.The managed heart[M].Berkeley:University of California Press,1983:35.
[18]HARGTEAVES A.The emotional geographies of teachers’relations with colleagues[J].International Journal of Educational Research,2001,35(5):503-527.
[19][24]周娜.基于归因理论的情绪衰竭的影响作用研究[D].杭州:浙江大学,2010.
[20]蒋雅俊,刘晓东.儿童观简论[J].学前教育研究,2014(11):3-9.
[21]卢梭.爱弥儿[M].李平沤,译.北京:商务印书馆,1978:74.
[22]WEBER E.Ideas influencing early childhood education:a theoretical analysis[M].New York:Teachers College Press,1984:215.
[23]化得福.论罗杰斯的人本主义教育思想[J].兰州大学学报(社会科学版),2014(7):152-155.
[25]IZARD C,FINE S.Emotion knowledge as a predictor of social behavior and academic competence in children at risk[J].Psychological Science,2001,12:18-23.
[26]马春红.父母对幼儿消极情绪反应方式与幼儿情绪理解能力的关系研究[D].重庆:西南大学,2007:52-54.
[27]DENHAM S A.Socialization of preschoolers’emotion understanding[J].Developmental Psychology,1994,30(4):928-936.
[28]GOTTMAN J M,KATZ L F,HOOVEN C.Parental meta-emotion philosophy and the emotional life of families:theoretical models and preliminary data[J].Journal of Family Psychology,1996,10:243-268.
[29]HARTER S.Children’s understanding of the simultaneity of two emotions:a five-stage developmental acquisition sequence[J].Developmental psychology,1987,23:388-399.
[30]戴蒙,勒那.儿童心理学手册(第六版)[M].林崇德,李其维,董奇,等译.上海:华东师范大学出版社,2009:315-317.
[31]林媛媛,孟迎芳,林谷洋.幼儿园教师一日工作情感体验分析---基于日重现法的研究[J].学前教育研究,2017(8):3-14.
[32]许倩倩.师幼互动中教师生气情绪表达原因探析[J].学前教育研究,2018(1):26-35.
[2][16]孟昭兰.情绪心理学[M].北京:北京大学出版社,2005:155,206.
[3]乔建中.情绪研究:理论与方法[M].南京:南京师范大学出版社,2003:55-60.
[3]ASHIABI S.Promoting the emotional development of preschoolers[J].Early Childhood Education Journal,2000(28):79-84.
[5]衡书鹏.父母情绪表达、情绪教导对儿童攻击行为的影响---情绪调节能力的中介作用[J].信阳师范学院学报(哲学社会科学版),2014(5):24-28.
[6]应玉红.小班幼儿消极情绪的疏导策略[J].宁波教育学院学报,2013(4):124-126.
[7]AZIO R H.How do attitudes guide behavior?Handbook of motivation and cognition:foundations of social behavior[M].New York,NY:Guilford,1986:204-243.
[8]EISENBERG N.Parental socialization of emotion[J].Psychological Inquiry,1998,9:241-273.
[9]施塔,卡拉特.情绪心理学[M].周仁来,等译.北京:中国轻工业出版社,2015:55.
[10]MARILOU H.The emotional development of young children[M].New York:Teachers College Press,2004:87-89.
[11]但菲,梁美玉,薛瞧瞧.教师对幼儿情绪表达事件的态度及其意义[J].学前教育研究,2014(12):3-7.
[12]栗早霞.小学教师课堂教学情绪管理的现状及对策研究[D].大连:沈阳师范大学,2011:35-36.
[13]张红玉.教师对中班幼儿消极情绪表达事件应对方式的研究[D].保定:河北大学,2016:38-48.
[14]HEY J A.Child care teachers’beliefs and practices regarding socialization of emotion in young children[J].Journal of Early Childhood Teacher Education,2005(26):283-295.
[15]张锐.幼儿教师的情绪教育观研究[D].重庆:西南大学,2007.
[17]HOCHSCHILD A.The managed heart[M].Berkeley:University of California Press,1983:35.
[18]HARGTEAVES A.The emotional geographies of teachers’relations with colleagues[J].International Journal of Educational Research,2001,35(5):503-527.
[19][24]周娜.基于归因理论的情绪衰竭的影响作用研究[D].杭州:浙江大学,2010.
[20]蒋雅俊,刘晓东.儿童观简论[J].学前教育研究,2014(11):3-9.
[21]卢梭.爱弥儿[M].李平沤,译.北京:商务印书馆,1978:74.
[22]WEBER E.Ideas influencing early childhood education:a theoretical analysis[M].New York:Teachers College Press,1984:215.
[23]化得福.论罗杰斯的人本主义教育思想[J].兰州大学学报(社会科学版),2014(7):152-155.
[25]IZARD C,FINE S.Emotion knowledge as a predictor of social behavior and academic competence in children at risk[J].Psychological Science,2001,12:18-23.
[26]马春红.父母对幼儿消极情绪反应方式与幼儿情绪理解能力的关系研究[D].重庆:西南大学,2007:52-54.
[27]DENHAM S A.Socialization of preschoolers’emotion understanding[J].Developmental Psychology,1994,30(4):928-936.
[28]GOTTMAN J M,KATZ L F,HOOVEN C.Parental meta-emotion philosophy and the emotional life of families:theoretical models and preliminary data[J].Journal of Family Psychology,1996,10:243-268.
[29]HARTER S.Children’s understanding of the simultaneity of two emotions:a five-stage developmental acquisition sequence[J].Developmental psychology,1987,23:388-399.
[30]戴蒙,勒那.儿童心理学手册(第六版)[M].林崇德,李其维,董奇,等译.上海:华东师范大学出版社,2009:315-317.
[31]林媛媛,孟迎芳,林谷洋.幼儿园教师一日工作情感体验分析---基于日重现法的研究[J].学前教育研究,2017(8):3-14.
[32]许倩倩.师幼互动中教师生气情绪表达原因探析[J].学前教育研究,2018(1):26-35.
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