中小学班主任的情感素质研究
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摘要
班主任是中小学的一个重要教育角色,其工作与学校教学质量提升、学生全面发展、办学特色彰显等有着十分密切的联系,特别是在新时期,班主任工作更是受到前所未有的重视,教育部文件指出,班主任工作应该视为主业。因此,如何保障和提升班主任的专业素质就成为学界研究和教育实践共同关注的问题。但以往的研究与实践主要侧重于班主任的认知技能培养,忽视或缺乏班主任的情感素质提升。中小学班主任的情感素质是指其在任职前后多种因素的影响下,经班主任工作实践形成的,相对稳定的、基本的,与班主任工作特点相应的、积极的情感心理特征。它在班主任专业素质中占有重要地位,甚至具有基础性与核心性地位。然而这方面的研究以往十分匮乏,特别是缺少相关的实证研究。所以,对中小学班主任的情感素质开展系统的包括实证在内的研究,具有重要的学术价值和重大的现实意义。
本文以这一现实问题为基点,以学术创新为目标,以扎实的研究过程和有效的研究方法为根本,对中小学班主任情感素质开展了理论指导下的系列实证研究。研究中注重两个“结合”和体现三个“统一”:研究方法上的逻辑推演与实践归纳相结合,理论研究与实证研究相结合;研究过程中的继承与创新相统一,科学研究与实践应用相统一,知识掌握与素养提升相统一。
研究工作主要体现在以下六个方面:
1.旨在理论建构的思辨研究。在搜集、学习大量文献资料的基础上,对中小学班主任情感素质的内涵、结构、特点进行了理论阐述。
2.旨在工具开发的问卷编制研究。按照测量学的要求,通过严格的程序和规范的操作,编制了国内首份《中小学班主任情感素质问卷》。
3.旨在现状了解的调查研究。以《中小学班主任情感素质问卷》为工具,对上海地区54所中小学的1576名班主任的情感素质进行了调查。
4.旨在成因探索的多水平研究。以自编、改编的问卷为研究工具,运用多层线性模型(HLM)方法,对中小学班主任情感素质的影响因素进行了多水平分析。
5.旨在作用探究的电生理研究。运用生物反馈仪,以自编的情景故事为刺激材料,对中小学班主任的情感素质从电生理学方面进行了实验室研究。
6.旨在实践改善的干预性研究。以四个学校的班主任为对象,进行了一个学期的现场实验研究,考察了中小学班主任情感素质干预提升的可行性。
从心理学视角对班主任情感素质所进行的上述系列研究,不但拓展了已有研究领域,而且取得了开创性问卷编制及其它实证研究成果,对于认识、把握、提升班主任情感素质,进而加强班主任队伍建设具有重要价值。
具体而言,本文通过研究得到如下的结论:
1.中小学班主任的情感素质具有立体、层次结构,呈现出自然性与社会性相统一、稳定性与可塑性相统一等多方面的特点。
2.编制的《中小学班主任情感素质问卷》具有良好的信效度指标,可以作为测查中小学班主任情感素质的有效工具。
3.中小学班主任情感素质的现状总体尚可,但仍需提高。中小学班主任情感素质在性别、任教学段、所任学科、教龄、职称、学历、担任班主任时间长短上存在着显著差异。中小学班主任的总情感素质、道德情感、理智情感、人际情感、生活情感、情感能力在性别与教龄上存在显著的交互作用。
4.多水平模型分析表明,班主任自身人格特点、家庭态度、读书状况、教师生活满意度对班主任情感素质具有显著的预测作用,教师关系、领导风格对不同学校班主任的情感素质差异具有预测作用,学校声誉对于教师变量与班主任情感素质之间的关系具有不同影响。
5.实验室研究表明,情感素质与情景故事在血容量振动幅度这一生理指标上的交互作用达到显著水平,进而说明,班主任情感素质对其在情景故事上的反应具有一定影响,。
6.中小学班主任的情感素质可以通过干预得到有效提升,以团体研修及个别指导的方式实施的情感陶冶、情绪辅导等措施是有效的干预手段。
Class-teacher plays an important educational role in primary and middle schools, and his/her work is especially important to instructional quality of schools thorough the development of students and feature visualization of a school. Especially in new period, class-teachers’work is paid more attention than any times before, and the document issued from the Educational Ministry promulgates that class-teachers’work must be taken on as main task. Therefore, the question that is asked in both academic research and educational practice is how to ensure and improve class-teachers’professional quality. However, the earlier researches and practice emphasized particularly on class-teachers’cognitive skills, ignored or were short in class-teachers’affective quality. Class-teachers’affective quality in primary and middle schools is the affective and mental characteristic that is relatively stable and essential and in accordance with class-teachers’professional character. This kind of affective quality is positive which comes into practice in class-teachers’work with the effect of many kinds of factor before and after being a teacher. Class-teachers’affective quality is in the highest level in class-teachers’professional quality, and is so much as the core and foundation of professional quality. However, the research about class-teachers’affective quality has been absent, especially empirical research. Therefore, it has important academic value and great practical significance to carry out systemic research on class-teachers’affective quality.
This thesis developed a series of empirical researches that were based on practical questions on class-teachers’affective quality in primary and middle schools with theoretical instruction. It had substantial process and effective method in order to achieve academic innovation. The research integrates method logistic illation with practical conclusion and theoretical research with empirical research. The thesis unites process inheritance with creation, scientific research with practical application and predomination of knowledge with upgrade of competence.
Specifically, the key innovations of these researches are six asbects below:
1. Speculative research in order to found a theory.
On the basis of collecting and studying plenty of materials, the researcher thinked about class-teachers’affective quality in primary and middle schools deeply and listed the connotation, construction and feature of the affective quality theoretically.
2. Research on making in order to develop an instrument.
According to the demand of surveying,“Questionnaire on Class-teachers’Affective Quality in the Primary and Middle Schools”(short for QCAQPMS) was formed with the strict procedure and normative operation,and it is the first in China.
3. Investigation research in order to know the status quo.
The QCAQPMS questionnaire were used to know the status quo of affective quality by 1576 class-teachers coming from 54 primary and middle schools located in 8 districts in Shanghai.
4. Multi-level research in order to explore the reason.
By means of QCAQPMS as the main tool and other questionnaires which has been selected and revised, the researcher analyzed the class-teachers’affective quality in primary and middle schools by the Hierarchical Linear Modeling (HLM) with multilevel.
5. Electronic physiological research in order to explore the effect.
The class-teachers were asked to have a test with some scene stories which are stimulaitive materials by the multimedia biofeedback software in a laboratory. The software recorded their physiological reaction that can reflect the affective quality more objective.
6. Intervening research in order to advance the class-teachers’affective quality .
With four schools as sample schools (including an experimental group and a control group), the researcher carried out a spot experimental research on the class-teachers’affective quality in primary and middle schools. The experimental research has been lasted for a term in order to know the possibility and reality to promote the class-teachers’affective quality in primary and middle schools by intervention.
The researches on class-teachers’affective quality above from the vision of the psychology would develop the field of research and have got a creative questionnaire and other outcome of empirical researches as well.These researches are of important value in order to know, grasp and raise the class-teachers’affective quality in primary and middle schools and furthermore strengthen the building up of class-teachers’personnel.
According to the researches above, the conclusions are as following:
1. Class-teachers’affective quality in primary and middle schools has a tridimensional hierarchical structure. The quality has many characteristics such as nature uniting with sociality, stability uniting with plasticity and so on.
2. The QCAQPMS has good index of reliability and validity, which is formed with strict procedure and elaborate stage. It is an effective instrument of evaluating class-teachers’affective quality in primary and middle schools.
3. As a whole, the class-teachers’affective quality in primary and middle schools is good but still needs to be improved. There are substantive differences in gender, grade, subject, the time of being a teacher, the title of technical post, the time of being a class-teacher. There are substantial interaction between gender and the time of being a teacher in total affective quality, moral affection, rational affection, interpersonal affection, life affection and emotional intelligence.
4. The multilevel analysis shows that the class-teacher’s affective quality can be predicted significantly by personal characteristics, the attitude of family, reading and satisfaction degree of teaching life. The relationship among colleagues and the style of leader can also affect class-teacher’s affective quality in different schools. The reputation of a school has a different effect on the relation between the variables of a teacher and class-teachers’affective quality.
5. The laboratory-based researches show that there is a significant interaction between affective quality and scene story in index of BVP (blood volume pulse) amplitude.According to the ruseults, we can conclude that the affective quality has an effect on the class-teachers’reaction to the scene story.
6. Class-teachers’affective quality in primary and middle schools can be promoted effectively by means of intervention. The measures such as affective molding and emotion tutoring are an effective interventional instrument by means of team learning and individual instruction.
本文以这一现实问题为基点,以学术创新为目标,以扎实的研究过程和有效的研究方法为根本,对中小学班主任情感素质开展了理论指导下的系列实证研究。研究中注重两个“结合”和体现三个“统一”:研究方法上的逻辑推演与实践归纳相结合,理论研究与实证研究相结合;研究过程中的继承与创新相统一,科学研究与实践应用相统一,知识掌握与素养提升相统一。
研究工作主要体现在以下六个方面:
1.旨在理论建构的思辨研究。在搜集、学习大量文献资料的基础上,对中小学班主任情感素质的内涵、结构、特点进行了理论阐述。
2.旨在工具开发的问卷编制研究。按照测量学的要求,通过严格的程序和规范的操作,编制了国内首份《中小学班主任情感素质问卷》。
3.旨在现状了解的调查研究。以《中小学班主任情感素质问卷》为工具,对上海地区54所中小学的1576名班主任的情感素质进行了调查。
4.旨在成因探索的多水平研究。以自编、改编的问卷为研究工具,运用多层线性模型(HLM)方法,对中小学班主任情感素质的影响因素进行了多水平分析。
5.旨在作用探究的电生理研究。运用生物反馈仪,以自编的情景故事为刺激材料,对中小学班主任的情感素质从电生理学方面进行了实验室研究。
6.旨在实践改善的干预性研究。以四个学校的班主任为对象,进行了一个学期的现场实验研究,考察了中小学班主任情感素质干预提升的可行性。
从心理学视角对班主任情感素质所进行的上述系列研究,不但拓展了已有研究领域,而且取得了开创性问卷编制及其它实证研究成果,对于认识、把握、提升班主任情感素质,进而加强班主任队伍建设具有重要价值。
具体而言,本文通过研究得到如下的结论:
1.中小学班主任的情感素质具有立体、层次结构,呈现出自然性与社会性相统一、稳定性与可塑性相统一等多方面的特点。
2.编制的《中小学班主任情感素质问卷》具有良好的信效度指标,可以作为测查中小学班主任情感素质的有效工具。
3.中小学班主任情感素质的现状总体尚可,但仍需提高。中小学班主任情感素质在性别、任教学段、所任学科、教龄、职称、学历、担任班主任时间长短上存在着显著差异。中小学班主任的总情感素质、道德情感、理智情感、人际情感、生活情感、情感能力在性别与教龄上存在显著的交互作用。
4.多水平模型分析表明,班主任自身人格特点、家庭态度、读书状况、教师生活满意度对班主任情感素质具有显著的预测作用,教师关系、领导风格对不同学校班主任的情感素质差异具有预测作用,学校声誉对于教师变量与班主任情感素质之间的关系具有不同影响。
5.实验室研究表明,情感素质与情景故事在血容量振动幅度这一生理指标上的交互作用达到显著水平,进而说明,班主任情感素质对其在情景故事上的反应具有一定影响,。
6.中小学班主任的情感素质可以通过干预得到有效提升,以团体研修及个别指导的方式实施的情感陶冶、情绪辅导等措施是有效的干预手段。
Class-teacher plays an important educational role in primary and middle schools, and his/her work is especially important to instructional quality of schools thorough the development of students and feature visualization of a school. Especially in new period, class-teachers’work is paid more attention than any times before, and the document issued from the Educational Ministry promulgates that class-teachers’work must be taken on as main task. Therefore, the question that is asked in both academic research and educational practice is how to ensure and improve class-teachers’professional quality. However, the earlier researches and practice emphasized particularly on class-teachers’cognitive skills, ignored or were short in class-teachers’affective quality. Class-teachers’affective quality in primary and middle schools is the affective and mental characteristic that is relatively stable and essential and in accordance with class-teachers’professional character. This kind of affective quality is positive which comes into practice in class-teachers’work with the effect of many kinds of factor before and after being a teacher. Class-teachers’affective quality is in the highest level in class-teachers’professional quality, and is so much as the core and foundation of professional quality. However, the research about class-teachers’affective quality has been absent, especially empirical research. Therefore, it has important academic value and great practical significance to carry out systemic research on class-teachers’affective quality.
This thesis developed a series of empirical researches that were based on practical questions on class-teachers’affective quality in primary and middle schools with theoretical instruction. It had substantial process and effective method in order to achieve academic innovation. The research integrates method logistic illation with practical conclusion and theoretical research with empirical research. The thesis unites process inheritance with creation, scientific research with practical application and predomination of knowledge with upgrade of competence.
Specifically, the key innovations of these researches are six asbects below:
1. Speculative research in order to found a theory.
On the basis of collecting and studying plenty of materials, the researcher thinked about class-teachers’affective quality in primary and middle schools deeply and listed the connotation, construction and feature of the affective quality theoretically.
2. Research on making in order to develop an instrument.
According to the demand of surveying,“Questionnaire on Class-teachers’Affective Quality in the Primary and Middle Schools”(short for QCAQPMS) was formed with the strict procedure and normative operation,and it is the first in China.
3. Investigation research in order to know the status quo.
The QCAQPMS questionnaire were used to know the status quo of affective quality by 1576 class-teachers coming from 54 primary and middle schools located in 8 districts in Shanghai.
4. Multi-level research in order to explore the reason.
By means of QCAQPMS as the main tool and other questionnaires which has been selected and revised, the researcher analyzed the class-teachers’affective quality in primary and middle schools by the Hierarchical Linear Modeling (HLM) with multilevel.
5. Electronic physiological research in order to explore the effect.
The class-teachers were asked to have a test with some scene stories which are stimulaitive materials by the multimedia biofeedback software in a laboratory. The software recorded their physiological reaction that can reflect the affective quality more objective.
6. Intervening research in order to advance the class-teachers’affective quality .
With four schools as sample schools (including an experimental group and a control group), the researcher carried out a spot experimental research on the class-teachers’affective quality in primary and middle schools. The experimental research has been lasted for a term in order to know the possibility and reality to promote the class-teachers’affective quality in primary and middle schools by intervention.
The researches on class-teachers’affective quality above from the vision of the psychology would develop the field of research and have got a creative questionnaire and other outcome of empirical researches as well.These researches are of important value in order to know, grasp and raise the class-teachers’affective quality in primary and middle schools and furthermore strengthen the building up of class-teachers’personnel.
According to the researches above, the conclusions are as following:
1. Class-teachers’affective quality in primary and middle schools has a tridimensional hierarchical structure. The quality has many characteristics such as nature uniting with sociality, stability uniting with plasticity and so on.
2. The QCAQPMS has good index of reliability and validity, which is formed with strict procedure and elaborate stage. It is an effective instrument of evaluating class-teachers’affective quality in primary and middle schools.
3. As a whole, the class-teachers’affective quality in primary and middle schools is good but still needs to be improved. There are substantive differences in gender, grade, subject, the time of being a teacher, the title of technical post, the time of being a class-teacher. There are substantial interaction between gender and the time of being a teacher in total affective quality, moral affection, rational affection, interpersonal affection, life affection and emotional intelligence.
4. The multilevel analysis shows that the class-teacher’s affective quality can be predicted significantly by personal characteristics, the attitude of family, reading and satisfaction degree of teaching life. The relationship among colleagues and the style of leader can also affect class-teacher’s affective quality in different schools. The reputation of a school has a different effect on the relation between the variables of a teacher and class-teachers’affective quality.
5. The laboratory-based researches show that there is a significant interaction between affective quality and scene story in index of BVP (blood volume pulse) amplitude.According to the ruseults, we can conclude that the affective quality has an effect on the class-teachers’reaction to the scene story.
6. Class-teachers’affective quality in primary and middle schools can be promoted effectively by means of intervention. The measures such as affective molding and emotion tutoring are an effective interventional instrument by means of team learning and individual instruction.
引文
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