| 曹雁飞，刘江娜，侯 洁.情感社会学视域下学前教育教师专业发展的情感支持[J].陕西学前师范学院学报,2021,37(8):78-84 |
| 情感社会学视域下学前教育教师专业发展的情感支持 |
| Emotional Support for Early Childhood Education Teachers’ProfessionalDevelopment from a Perspective of Sociology of Emotions |
| 投稿时间：2021-06-01 修订日期：2021-06-18 |
| DOI：10. 11995/j. issn. 2095-770X. 2021. 08. 010 |
| 中文关键词: 情感文化 学前教育 情感自主 |
| 英文关键词: emotional culture,early childhood education,emotional autonomy |
| 基金项目:教育部人文社会科学研究项目（20YJC880001） |
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| 摘要点击次数: 1015 |
| 全文下载次数: 2900 |
| 中文摘要: |
| 教师情感是教师专业实践的重要内容，同时也是教师专业发展的必然中介。学前教育教师情感研究是基于学前教育阶
段教师专业发展过程中的情感体验、情感规则、情感表达和情感反思，剖析其情感互动的文化机理，进而为教师专业成长提供
支持性的情感关怀。只有在情感承认、情感管理和情感支持的语境下才能真正解决学前教育教师情感输出与汲取失衡的现实
困境，实现学前教育教师的情感自适、发展自觉，规避教师主体的“异化”与专业发展的工具化。 |
| 英文摘要: |
| Teacher’s emotion is an important part of teacher’s professional practice，and also an inevitable intermediary of profession⁃
al development. This study of teachers about early childhood education tends to clarify cultural mechanism in emotional interaction and
provides supportive humanity care through discussing emotional experience，rules，expressions and reflectivity in the process of profes⁃
sional development. Only in the context of emotional recognition，emotional management and emotional support，can we truly remove
the realistic dilemma of the imbalance between emotional output and compensation of early childhood education teachers，promote
emotional adaptation and development consciousness，and avoid the“alienation" of teachers and instrumentalization of their profes⁃
sional development. |
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