【作者】 赵玉英；

【导师】 蔡敏；

【作者基本信息】 辽宁师范大学 ， 课程与教学论， 2006， 硕士

【摘要】 教师的情感是教师在教育职业中表现出来的具有支撑作用的内在品质，是以教育爱为核心成份的教育价值观、思维方式、行为艺术以及教育风格等因素组成的综合体。在课堂教学活动中，教师的情感总是以一定的外在形式表现出来，并能够成为一种有效的教学力量，发挥着重要作用。本研究课题通过查阅大量的文献资料，首先明确提出了课堂教学活动中教师情感的构成，即把教师情感分成三部分：教育观念、情感表达能力和内在人格力量。另外，本研究者运用相关工具(主要为自编调查问卷)对初中教师和学生进行了调查，统计分析了教师在课堂教学活动中的情感表现、影响其情感表现的因素以及教师情感的作用效果。其中，教师的情感主要表现在教师的语言、面部表情、体态和类语言上；教师情感的影响因素主要表现在主观和客观两个方面；教师情感的教育效果有即时性的和长期性的。最后，本研究提出了培养教师情感的对策与建议。更多还原

【Abstract】 Emotionality quality for teachers is a kind of internal quality, a kind of education value, thinking manner, emotional ability and teaching style, with education love as a core element In the classroom teaching, teachers’ emotionahty which always been expressed in some certain external styles becomes effective teaching force and is very important. By searching and reading a lot of reference, the present researcher suggested that the construct of teachers’ emotionality in classroom teaching involved educational value, the ability of emotional express and internal personality force. Nevertheless, the research made a statistical analysis of the effect of teachers’ emotional representation in the classroom teaching, the factors that influenced teachers’ emotional representation, teachers’ emotionality, and studied junior teachers and students with referent questionnaire. As a result, teachers’ emotionality mainly involved teachers’ language, facial expression, body movement and similar language; the factors that influenced teachers’ emotionality concluded subjective and objective aspects; the educational effects of teachers’ emotionality were temporary and long-time; At last, the research put forward some suggests and strategies about the foster of teachers’ emotionality.更多还原