【摘要】： 經(jīng)濟決策研究中發(fā)現(xiàn)的有限理性人及現(xiàn)實生活中的各種決策心理現(xiàn)象啟發(fā)了我們對于教學決策的研究。學生課堂問題行為是教師經(jīng)常面對,并需要立即作出判斷、處理的決策問題,它可能也難免受到教師心理因素,尤其是情緒的影響。因此我們試圖通過量與質的研究,分析情緒對教師處理學生課堂問題行為的影響。 步驟一:通過開放性問卷調查,收集常見的學生課堂問題行為類型及教師處理方式的各種可能方案,作為教師決策的備選空間。 步驟二:通過實驗啟動教師的積極與消極情緒,對比不同情緒狀態(tài)下教師對學生課堂問題行為頻率的判斷以及情緒對處理處理方式選擇的影響。 步驟三:結合關鍵事件,采取結構性訪談,了解不同情緒狀態(tài)下教師判斷、決策的差異,決策選擇的標準,以及對情緒影響作用的感知、評價。 結果發(fā)現(xiàn):(1)學生在課堂上經(jīng)常出現(xiàn)的各類問題行為;(2)教師是生態(tài)理性的管理者,在處理學生課堂問題行為過程中受到情緒的影響:(3)積極情緒狀態(tài)下,教師更多選擇間接消除的處理方式;消極情緒狀態(tài)下,更多選擇直接消除的處理方式;(4)間接消除的方式更有利于有效教學目標的達成:(5)女教師比男教師更需要通過情緒管理能力的訓練來提高教學決策的質量;(6)啟發(fā)式是教師決策過程中常用的規(guī)則。
[Abstract]:The limited rational people found in the study of economic decision-making and the various psychological phenomena of decision making in real life enlighten us on the study of teaching decision making. Students' classroom problem behavior is a decision problem that teachers often face and need to judge and deal with immediately. It may also be influenced by teachers' psychological factors, especially their emotions. Therefore, we try to analyze the influence of emotion on teachers' classroom problem behavior. Step one: through an open questionnaire survey, we collect the possible solutions of common students' classroom problem behavior types and teachers' ways of dealing with them, as an alternative space for teachers to make decisions. Step two: starting the teachers' positive and negative emotions through the experiment, comparing the teachers' judgment on the frequency of students' classroom problem behavior and the influence of emotion on the choice of coping styles under different emotional states. Step three: according to the key events, we adopt structured interviews to understand the teachers' judgment, the difference of decision, the criteria of decision selection, the perception and evaluation of the influence of emotion. The results show that: (1) students often appear in the classroom, (2) teachers are ecological rational managers, and are affected by emotion in the process of dealing with students' classroom problem behavior; (3) positive emotional state. Teachers are more likely to choose ways of dealing with indirect elimination. (4) indirect elimination is more conducive to the achievement of effective teaching objectives: (5) female teachers need more emotional management training than male teachers to improve the quality of teaching decision-making; It is a rule commonly used in the process of teacher's decision.
【學位授予單位】：福建師范大學
【學位級別】：碩士
【學位授予年份】：2008
【分類號】：G443;G424.21

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