本文選題：教師 + 情緒理解��； 參考：《上海師范大學(xué)》2017年博士論文

【摘要】：情緒理解既是一種能力也是一種心理過程,它是情緒智力的重要組成部分。具體來說情緒理解是指?jìng)€(gè)體根據(jù)所面臨的各種線索,結(jié)合所處的文化及社會(huì)規(guī)則,對(duì)情緒進(jìn)行準(zhǔn)確推測(cè)、解釋的能力。也是對(duì)情緒線索進(jìn)行編碼和解釋的一系列心理加工過程。相對(duì)于言語理解來說,對(duì)他人外顯和內(nèi)隱的情緒做出快速和準(zhǔn)確理解更能有助于個(gè)體自我調(diào)節(jié)以適應(yīng)復(fù)雜的人際交往,也能更好的對(duì)他人行為做出合理的預(yù)測(cè),使風(fēng)險(xiǎn)和人際沖突防范于未然。然而,以往對(duì)于情緒理解的研究更多集中于兒童情緒理解的發(fā)生與發(fā)展方面,對(duì)健康的成人群體關(guān)注較少。教師作為一種特殊的職業(yè)需要,在日常教學(xué)管理和師生交流中都需要對(duì)學(xué)生的情緒做出快速而準(zhǔn)確的理解。近來,校園欺凌、師生沖突等不良事件時(shí)有發(fā)生,其中不乏一些由于教師未能理解或錯(cuò)誤理解學(xué)生情緒而引起的事故。因此對(duì)教師情緒理解方面的研究日益受到人們的重視。本研究從能力特征和心理過程兩個(gè)方面來探究教師情緒理解的結(jié)構(gòu)維度、影響因素和加工特點(diǎn),以期為教師的日常教學(xué)、學(xué)生管理、教師培訓(xùn)以及校園突發(fā)事件中的危機(jī)干預(yù)等,從情緒理解的角度對(duì)實(shí)踐提供理論指導(dǎo)�；谏鲜隼碚撎剿骱蛯�(shí)踐應(yīng)用兩方面的需求,本研究主要圍繞以下三方面的內(nèi)容展開:研究一,教師情緒理解的結(jié)構(gòu)探索�；趯�(duì)以往文獻(xiàn)的梳理與分析,并通過對(duì)教師和學(xué)生的實(shí)地訪談與問卷調(diào)查,結(jié)合數(shù)據(jù)統(tǒng)計(jì)結(jié)果建構(gòu)起了教師情緒理解能力的結(jié)構(gòu)。并在此過程中編制了符合心理測(cè)量學(xué)要求的《教師情緒理解能力問卷》。研究一為后續(xù)問題研究的設(shè)計(jì)與材料編制提供了理論與實(shí)證基礎(chǔ)。研究二,教師情緒理解的影響因素研究�；谘芯恳坏慕Y(jié)論,研究二使用問卷調(diào)查法和實(shí)驗(yàn)法,考察了教師情緒理解的影響因素。首先,使用自編問卷和已有問卷進(jìn)行調(diào)查發(fā)現(xiàn),教師情緒理解與性別、教齡、所教年級(jí)等之間存在相關(guān)關(guān)系;與人格和自我概念中的部分維度也存在相關(guān)關(guān)系。其次,通過兩個(gè)行為實(shí)驗(yàn)則發(fā)現(xiàn)人際關(guān)系對(duì)教師情緒理解具有重要影響。研究三,教師情緒理解過程的心理加工特點(diǎn)研究。首先使用眼動(dòng)追蹤技術(shù),考察了教師在理解情緒的過程中,如何應(yīng)用非言語情緒的不同線索,并比較了新手和經(jīng)驗(yàn)教師的不同加工特點(diǎn)。其次,借助于事件相關(guān)電位(ERP)技術(shù),使用詞匯和句子判斷任務(wù),考察了教師在理解外顯和內(nèi)隱的言語情緒過程中認(rèn)知加工的時(shí)間進(jìn)程特點(diǎn),并比較了不同情緒能力的職前教師在加工上的差異性�；谏鲜鲅芯拷Y(jié)果,本研究可以得出以下結(jié)論:1、教師情緒理解的結(jié)構(gòu)主要包含三個(gè)方面,即識(shí)別復(fù)雜情緒、歸納情緒原因和認(rèn)識(shí)情緒轉(zhuǎn)化。所編制的《教師情緒理解能力問卷》符合心理測(cè)量學(xué)要求,可以作為教師情緒理解能力的測(cè)查工具。2、教師情緒理解的能力:(1)與性別有關(guān),女性教師的情緒理解能力普遍高于男性教師;(2)與教師的教齡成正相關(guān),教齡越長(zhǎng)情緒理解能力越強(qiáng);(3)與所教年級(jí)之間的相關(guān)呈現(xiàn)倒U型,小學(xué)教師和大學(xué)教師的情緒理解能力顯著高于中職教師和高中教師;(4)與教師人格特質(zhì)中的神經(jīng)質(zhì)和自我概念有關(guān),情緒穩(wěn)定與自我概念良好的教師其情緒理解能力更高。3、理解對(duì)象的熟悉度和好感度,以及情緒類型是影響教師情緒理解速度與準(zhǔn)確性的重要因素。(1)教師在理解熟悉的學(xué)生情緒時(shí),相對(duì)于不熟悉的學(xué)生來說更容易忽視他們情緒產(chǎn)生的原因。(2)教師在理解好感度低的學(xué)生情緒時(shí),如果是正性的情緒容易做出外歸因,如果是負(fù)性的情緒容易做出內(nèi)歸因。(3)教師對(duì)不熟悉的和好感度低的學(xué)生,需要花費(fèi)更長(zhǎng)的時(shí)間來判斷他們的情緒是否會(huì)發(fā)生轉(zhuǎn)化。4、教師在對(duì)非言語情緒進(jìn)行理解的過程中,背景線索具有十分重要的影響作用,該影響發(fā)生在認(rèn)知加工的早期和晚期階段,尤其是對(duì)晚期階段的影響更加明顯。此外,教師的教齡也對(duì)非言語情緒理解的加工產(chǎn)生了影響,相對(duì)于新手教師來說,經(jīng)驗(yàn)教師的認(rèn)知效率更高,對(duì)任務(wù)難度的感受性更低。5、教師對(duì)言語情緒進(jìn)行理解時(shí),內(nèi)隱情緒語義和外顯情緒詞匯一樣,能引起注意。并且高情緒理解能力促進(jìn)了內(nèi)隱情緒信息的識(shí)別速度和早期內(nèi)隱語義的加工。
[Abstract]:Emotion understanding is a kind of ability is a psychological process, it is an important part of emotional intelligence. The emotion understanding refers to the individual according to the various clues faced, combined with the cultural and social rules, to accurately explain the emotions that ability. Also is a series of psychological processing and encoding interpretation of emotional cues. Compared to speech understanding, make a rapid and accurate understanding is more helpful to self adjusting interpersonal communication to adapt to the complex of others explicit and implicit emotions, but also better for others to make reasonable predictions, the risk and conflict prevention in the first place. However, the previous research on emotion understanding more focus on the children's emotion understanding the occurrence and development of healthy adult population, less attention. Teachers as a special occupation, often taught in Japan Management and communication between teachers and students are required to students' emotion and make rapid and accurate understanding. Recently, bullying, conflict and other adverse events have occurred, some of which are due to the teacher failed to understand or wrong understanding students' emotion caused by the accident. So the research on Teachers' emotional understanding of the increasingly attention. This study from the two aspects of ability characteristics and psychological process to explore the structure dimension of teacher's emotion understanding, influencing factors and processing characteristics, management of students in order to daily teaching, teachers, teacher training and campus emergencies in crisis intervention, to provide theoretical guidance for the practice from the angle of emotion understanding in two aspects of the theory. Exploring and practice based on the needs of this study focused on the following three aspects: the research, exploring the structure of teacher emotion understanding. Based on the past Review and analysis of literature, and through field interviews and questionnaires for teachers and students, combined with the statistical results construct the structure of teacher emotion understanding. And in the process of compiling the corresponding psychometric requirements of "teacher emotion understanding questionnaire. A study for the design and preparation of materials following study provided the theoretical and empirical basis. On the two, the influence factors of teachers' emotional understanding. A study based on the conclusions of two using questionnaire and experiment, study the influence factors of teachers' emotional understanding. Firstly, using questionnaire and the questionnaire survey found that teachers' understanding of emotion and gender, teaching experience, teaching there is relationship between grades; also are correlated with some dimensions of personality and self concept. Secondly, through two experiments found that the interpersonal relationship of Teachers The emotion understanding plays an important role in research. Three, research on psychological characteristics of teachers' emotional processing in the process of understanding. The first use of eye tracking technology, investigated the teachers in the process of emotion understanding, different clues to the application of non verbal emotional, and compared the different processing characteristics of novice and experienced teachers. Secondly, with the help of event related potentials (ERP) technology, use of vocabulary and sentence judgment task, investigated the time course of cognitive processing of speech emotion of teachers in understanding the explicit and implicit in, and compared the differences in the processing of different emotion competence of preservice teachers. Based on the above research results, this research can draw the following conclusions: 1. The structure of teacher emotion understanding mainly includes three aspects, namely the recognition of complex emotions, understanding emotions and emotional reasons induce transformation. In the compilation of the < teachers emotion understanding questionnaire > with psychological measurement The requirements, can be used as teachers' emotional comprehension test tool.2, teachers' ability of emotion understanding: (1) related with gender, female teachers' emotional understanding ability is generally higher than that of male teachers; (2) positive correlation with the teachers' teaching experience, teaching experience is more emotional understanding ability is strong; and (3) teach the relevant grade between the inverted U type, primary school teachers and university teachers' emotion understanding ability was significantly higher than that of secondary vocational school teachers and high school teachers; (4) and the teachers' personality traits of neuroticism and self-concept, emotional stability and self concept of good teachers emotion understanding higher.3, object familiarity and understanding the degree of goodwill, and the type of emotion is an important factor affecting the speed and accuracy of the teachers' emotional understanding. (1) teachers to understand the students' emotions, to not familiar with the students more likely to ignore their emotional reasons. (2) teach Teachers in the understanding of students' emotional low favorability, if positive emotions can easily make the attribution of negative emotions, if it is easy to make internal attribution. (3) teachers are not familiar with and help the students with low need to spend more time to determine whether their emotions could be transformed.4. Teachers in the process of understanding of nonverbal emotion, context cues play a very important role, the effect of cognitive processing in the early and late stage, especially the influence on the late stage is more obvious. In addition, the teachers' teaching experience also has an impact on the processing of nonverbal emotion understanding, with respect to the novice teachers experience, cognitive efficiency of teachers of higher task difficulty feeling less.5, teachers' understanding of speech emotion, implicit emotion semantic and explicit emotional vocabulary, attention and emotion and high. The ability to promote the solution of implicit emotion information processing speed of recognition and early latent semantic.

【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G443

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