实习教师在线协作反思中情感体验的特征研究
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摘要
教学反思是一个理智与情感交织的过程,协作反思活动中情感成分的影响更为突出。为探究教师在线协作反思中的情感体验及其特点,以自行设计开发的教师在线协作反思平台为依托,以8名实习教师为研究对象,采用深度访谈的方式获取其参与在线协作反思活动的情感体验数据并对访谈文本进行内容分析。研究发现:实习教师在线协作反思活动中经历着包括积极、消极和中性在内的复杂的、多样的情感体验;实习教师在线协作反思的不同阶段表现出不同的情感体验特征;引发实习教师不同情感体验的因素是多方面的,且实习教师在线协作反思活动中的不同情感体验相互交织、相互转化。
Teaching reflection is an interwoven process of sense and emotion, and the influence of emotion in collaborative reflection is more prominent. In order to explore the emotional experience and characteristics of teachers' online collaborative reflection, based on the self-designed and developed online collaborative reflection platform for teachers, this study takes 8 student teachers as research objects, obtains their emotional experience data of online collaborative activities through in-depth interview, and then analyzes the interview text through content analysis. The findings show that student teachers experienced complex and diverse emotional experiences in online collaborative reflection activities, including positive, negative and neutral ones.Student teachers show different emotional experience characteristics in different stages of online collaborative reflection. There are many factors that lead to different emotional experiences of student teachers, and those experiences interweave and transform each other.
Teaching reflection is an interwoven process of sense and emotion, and the influence of emotion in collaborative reflection is more prominent. In order to explore the emotional experience and characteristics of teachers' online collaborative reflection, based on the self-designed and developed online collaborative reflection platform for teachers, this study takes 8 student teachers as research objects, obtains their emotional experience data of online collaborative activities through in-depth interview, and then analyzes the interview text through content analysis. The findings show that student teachers experienced complex and diverse emotional experiences in online collaborative reflection activities, including positive, negative and neutral ones.Student teachers show different emotional experience characteristics in different stages of online collaborative reflection. There are many factors that lead to different emotional experiences of student teachers, and those experiences interweave and transform each other.
引文
[1] BOUD D,KEOGH R,WALKER D. Promoting reflection in learning:a model[M]//BOUD D,KEOGH R,WALKER D. Reflection:turning experience into learning. London:Routledge Falmer,1985:18-40.
[2] RODGERS C. Defining reflection:another look at John Dewey and reflective thinking[J]. Teachers college record,2002,104(4):842-866.
[3]刘加霞,申继亮.国外教学反思内涵研究述评[J].比较教育研究,2003(10):30-34.
[4] SHOFFNER M. The place of the personal:exploring the affective domain through reflection in teacher preparation[J].Teaching and teacher education,2009(25):783-789.
[5]胡金生,李博.论教学反思的情感性——以职业内疚为例[J].教育科学,2007(2):40-43.
[6]王建军.教学反思与专业发展[J].中小学管理,2004(10):7-8.
[7] CONVERY A. A teacher response to reflection in action[J]. Cambridge journal of education,1998,28(2):197-205.
[8]魏宁.一项关于教师反思的研究[J].教育科学研究,2005(9):34-36.
[9]陈向东,张田力,冉纯洁.教师在线反思的个案分析[J].中国电化教育,2010(5):56-59.
[10]王海燕,底亚楠.博客支持的成熟型教师教学反思个案研究[J].电化教育研究,2013(1):114-120.
[11]王海燕.教师在线教学反思支架设计[J].中国电化教育,2014(3):110-116.
[12] PHIELIX C,PRINS F J,KIRSCHNER P A,et al. Group awareness of social and cognitive performance in a CSCL environment:effects of a peer feedback and reflection tool[J]. Computers in human behavior,2011,27(3):1087-1102.
[13]张康英,王海燕,徐建东,等.在线协作学习中情绪反馈的研究现状与展望[J].中国教育信息化,2015(4):20-23.
[14] AKBARI R,BEHZADPOOR F,DADVAND B. Development of english language teaching reflection inventory[J]. System,2010,38(2):211-227.
[15]李斑斑,徐锦芬.中国高校英语教师反思量表构建[J].现代外语,2011(4):405-412.
[16]徐锦芬,李斑斑.中国高校英语教师教学反思现状调查与研究[J].外语界,2012(4):6-15.
[17]郭成,江雪,张昊,等.中小学教师反思量表修编[J].西南大学学报(社会科学版),2016(2):97-102.
[18] WHITE K R. Using preservice teacher emotion to encourage critical engagement with diversity[J]. Studying teacher education,2009,5(1):5-20.
[19] AKINBODE A. Teaching as lived experience:the value of exploring the hidden and emotional side of teaching through reflective narratives[J]. Studying teacher education,2013,9(1):62-73.
[20]李志专.中学教师情感教学观念与情感教学技能:以教学反思为中介[J].教育研究与实验,2013(2):93-96.
[21] KRUTKA D G,BERGMAN D J,FLORES R,et al. Microblogging about teaching:nurturing participatory cultures through collaborative online reflection with pre-service teachers[J]. Teaching and teacher education,2014(40):83-93.
[22] LAVOU魪魪,MOLINARI G,PRI魪Y,et al. Reflection-in-action markers for reflection-on-action in computer-supported collaborative learning settings[J]. Computers&education,2015,88(C):129-142.
[23]王海燕.技术支持的教师教学反思[M].杭州:浙江大学出版社,2016:182-213.
[24]宋振韶,金盛华.情感体验:教育价值及其促进途径[J].教育科学研究,2009(1):64-67.
[25]邵光华,纪雪聪.国外教师情感研究[J].教师教育研究,2015(9):107-112.
(1)被访谈者的序号,下同。
(2)本文第一、第四作者。
(1)括号中的数字为该情感词的出现频次,下同。
[2] RODGERS C. Defining reflection:another look at John Dewey and reflective thinking[J]. Teachers college record,2002,104(4):842-866.
[3]刘加霞,申继亮.国外教学反思内涵研究述评[J].比较教育研究,2003(10):30-34.
[4] SHOFFNER M. The place of the personal:exploring the affective domain through reflection in teacher preparation[J].Teaching and teacher education,2009(25):783-789.
[5]胡金生,李博.论教学反思的情感性——以职业内疚为例[J].教育科学,2007(2):40-43.
[6]王建军.教学反思与专业发展[J].中小学管理,2004(10):7-8.
[7] CONVERY A. A teacher response to reflection in action[J]. Cambridge journal of education,1998,28(2):197-205.
[8]魏宁.一项关于教师反思的研究[J].教育科学研究,2005(9):34-36.
[9]陈向东,张田力,冉纯洁.教师在线反思的个案分析[J].中国电化教育,2010(5):56-59.
[10]王海燕,底亚楠.博客支持的成熟型教师教学反思个案研究[J].电化教育研究,2013(1):114-120.
[11]王海燕.教师在线教学反思支架设计[J].中国电化教育,2014(3):110-116.
[12] PHIELIX C,PRINS F J,KIRSCHNER P A,et al. Group awareness of social and cognitive performance in a CSCL environment:effects of a peer feedback and reflection tool[J]. Computers in human behavior,2011,27(3):1087-1102.
[13]张康英,王海燕,徐建东,等.在线协作学习中情绪反馈的研究现状与展望[J].中国教育信息化,2015(4):20-23.
[14] AKBARI R,BEHZADPOOR F,DADVAND B. Development of english language teaching reflection inventory[J]. System,2010,38(2):211-227.
[15]李斑斑,徐锦芬.中国高校英语教师反思量表构建[J].现代外语,2011(4):405-412.
[16]徐锦芬,李斑斑.中国高校英语教师教学反思现状调查与研究[J].外语界,2012(4):6-15.
[17]郭成,江雪,张昊,等.中小学教师反思量表修编[J].西南大学学报(社会科学版),2016(2):97-102.
[18] WHITE K R. Using preservice teacher emotion to encourage critical engagement with diversity[J]. Studying teacher education,2009,5(1):5-20.
[19] AKINBODE A. Teaching as lived experience:the value of exploring the hidden and emotional side of teaching through reflective narratives[J]. Studying teacher education,2013,9(1):62-73.
[20]李志专.中学教师情感教学观念与情感教学技能:以教学反思为中介[J].教育研究与实验,2013(2):93-96.
[21] KRUTKA D G,BERGMAN D J,FLORES R,et al. Microblogging about teaching:nurturing participatory cultures through collaborative online reflection with pre-service teachers[J]. Teaching and teacher education,2014(40):83-93.
[22] LAVOU魪魪,MOLINARI G,PRI魪Y,et al. Reflection-in-action markers for reflection-on-action in computer-supported collaborative learning settings[J]. Computers&education,2015,88(C):129-142.
[23]王海燕.技术支持的教师教学反思[M].杭州:浙江大学出版社,2016:182-213.
[24]宋振韶,金盛华.情感体验:教育价值及其促进途径[J].教育科学研究,2009(1):64-67.
[25]邵光华,纪雪聪.国外教师情感研究[J].教师教育研究,2015(9):107-112.
(1)被访谈者的序号,下同。
(2)本文第一、第四作者。
(1)括号中的数字为该情感词的出现频次,下同。