教育學報



課程改革中教師的情緒地景

2008.第36卷第1–2期(Vol. 36 Nos. 1–2).pp. 23–51

 

課程改革中教師的情緒地景

Teachers’ Emotional Landscape in Curriculum Reform

尹弘飈(Hongbiao YIN)

摘要

自20世紀90年代以來,教師情緒愈來愈受教育學者們關注。借鑑情緒勞動、教學的情緒地理以及教育變革的社會地理等概念,本研究運用個案研究方法,分析了教師在中國內地高中課程改革初期經歷的情緒衝擊,辨析了其中蘊涵的不同類型的社會性影響因素。研究結果表明,情緒是課程改革的一個基本維度。在課程改革中,教師身處一種十分複雜的情緒地景之中,要為管理自身的情緒付出很大的努力。這為高中課程改革的管理和實施帶來了一些啓示。

Abstract

Teacher emotion has been received more and more attention in educational research since the 1990s. Based on the concepts of emotional labor, emotional geographies of teaching, and social geographies of educational change, this study used the case study method to examine the emotional impacts that teachers experienced during the initial implementation of the senior secondary school curriculum reform in the Chinese mainland, and to identify the various social influencing factors of teacher emotion. The results of the study indicated that emotion is an essential dimension of curriculum reform. Teachers were placed in highly complex emotional landscape in the curriculum reform, and they had to pay lots of effort to manage their feelings and emotions, which gave some implications for the management and implementation of the senior secondary school curriculum reform.