摘要
校长对教师的人际领导是课程领导的基础,是情绪化的劳动。课程领导中校长与教师的情绪互动机制包括情感反应路径、推断加工路径,信息加工程度、合适性判断是其调节因素。课程领导中校长与教师的情绪冲突体现在课程规划中的理性假设与教师情绪的背离、课程开发中的共情鸿沟与教师情绪误判、课程实施中的伪装积极情绪与教师虚假情绪感知、课程评价中的功利主义倾向与教师情绪耗竭。通过理性与情绪交互作用于课程规划、培育校长的共情能力、营造积极情绪氛围、注重教师的心理资本补偿等策略,可以调控课程领导中校长与教师的情绪冲突。
The principal’s interpersonal leadership for teachers is the foundation of curriculum leadership,and an emotional labor as well.The emotional interaction mechanism between the principal and teachers in curriculum leadership includes emotional response path and inferred processing path,and the degree of information processing and suitability judgment are the regulating factors.The emotional conflict between principals and teachers is reflected in the deviation of the rational hypothesis from teachers’emotions in curriculum planning,the empathy gap and the misjudgment of teachers’emotions in curriculum development,the disguised positive emotions and teachers’false emotional perceptions in curriculum implementation,the trend of utilitarianism and teachers’emotional exhaustion in curriculum evaluation.The following measures can be taken to regulate the emotional conflict between the principal and teachers in curriculum leadership:the interaction of rationality and emotions on curriculum planning,the cultivation of the principal’s empathy,the creation of a positive emotional atmosphere,and the focus on the compensation of teachers’psychological resources.
作者
颜晓程
吕立杰
YAN Xiaocheng;LV Lijie(Faculty of Education,Northeast Normal University,Changchun Jilin,130024)
出处
《现代基础教育研究》
2020年第4期123-129,共7页
Research on Modern Basic Education
基金
全国教育科学“十三五”规划2017年度国家一般课题“核心素养的学校课程转化模式研究”(项目编号:BHA170148)的成果。
关键词
课程领导
校长
教师
情绪互动机制
情绪冲突
情绪调控
curriculum leadership
principals
teachers
emotional interaction mechanism
emotional conflict
emotional regulation
