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教师情绪调节研究:从个体取向到人际取向

华东师范大学学报（教育科学版） 2024年第7期42卷 77-88页

作者：王文岚蒋文艳尹弘飚华南师范大学教育科学学院广州510631 香港中文大学教育学院中国香港999077

人际互动是教师工作的基础与核心,因此教育活动充满着情绪的流动,而情绪调节亦渗透和弥漫于教师日常工作之中。教师情绪调节研究因其多学科融合的特性,发展出了三条经典的理论路径,即情绪调节、情绪劳动和情绪管理,但三条路径总体上表... 详细信息

人际互动是教师工作的基础与核心,因此教育活动充满着情绪的流动,而情绪调节亦渗透和弥漫于教师日常工作之中。教师情绪调节研究因其多学科融合的特性,发展出了三条经典的理论路径,即情绪调节、情绪劳动和情绪管理,但三条路径总体上表现出明显的个体化倾向,缺少对情绪调节的人际特性和动态过程的考量。近十年来,国际情绪调节研究的理论视角出现了从个体取向到人际取向的转向。人际取向的情绪调节研究经历了从萌芽期到成型期的发展历程,已发展出了较为成熟的理论模型和测量工具。鉴于教师工作鲜明的人际特性与国际情绪调节研究近来的视角转向,人际取向的教师情绪调节研究亟待学界的关注与深入探究。未来人际取向的教师情绪调节研究需留意新兴理论在教育研究中的应用和调适,以及由此产生的文化适应性和本土化应用问题。

关键词：教师情绪情绪调节个体情绪调节人际情绪调节视角转向

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中国人民大学教育学刊 2024年第3期 96-109页

作者：黄声华尹弘飚深圳大学教育学部深圳518060 香港中文大学教育学院中国香港999077

本研究利用社会情感技能调查(SESS, 2018—2020)中国苏州的调查数据,基于学生社会情感能力的“大五人格模型”,综合分析中国青少年社会情感能力发展状况,探讨其与家长教养方式和社会经济地位等在内的前因变量以及学生人际安全感、学校... 详细信息

本研究利用社会情感技能调查(SESS, 2018—2020)中国苏州的调查数据,基于学生社会情感能力的“大五人格模型”,综合分析中国青少年社会情感能力发展状况,探讨其与家长教养方式和社会经济地位等在内的前因变量以及学生人际安全感、学校适应和校园霸凌等结果变量之间的关系。研究发现:第一,学生社会情感能力发展现状具有显著的年段差异和性别差异;第二,学生个体因素和家庭因素均不同程度地预测学生社会情感能力发展水平;第三,学生社会情感能力发展能够显著预测学生自评的人际安全感和学校适应,并与学生校园霸凌经历呈显著负相关。据此,本研究从理性看待学生社会情感能力水平的个体差异、积极关注学生社会情感能力培养的多元主体、充分重视学生社会情感能力发展的积极作用三个方面,讨论相关研究结果,提出青少年社会情感能力培养工作的具体建议,也对我国义务教育阶段学生减负之后的“加法”问题提供初步思路。

关键词：社会情感能力教养方式安全感学校适应校园霸凌

Implementing the National Curriculum Reform In China:A Review of the Decade

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Frontiers of Education in China 2013年第3期8卷 331-359页

作者： yin hongbiao Department of Curriculum and Instruction Faculty of EducationChinese University of Hong KongHong Kong SARChina

In China,the eighth round of national curriculum reform(NCR)is the most serious,systematic,and ambitious attempt to transform the basic education curriculum system since *** a review of the contexts,processes and outcomes of the implementation of the NCR from 2001-2011,this paper provides a further discussion on three pairs of apparently conflicting aspects:policy borrowing or policy learning;revolution or evolution;success or *** enriches our understanding of the implementation of large-scale reform in a non-western context like China in the following ways:Firstly,the NCR is China’s reaction against as well as response to the requirements of the current era of globalization;secondly,the debates and setbacks during the implementation of the NCR are not necessarily destructive,and a more integrative view should be adopted by the NCR on the balance between tradition and innovation,between localized concerns and global perspectives;thirdly,it is not wise to make a rash judgment on the reform outcomes of the NCR,especially the invisible and profound cultural *** those who are concerned about the evaluation of the NCR may need to rethink and clarify their views and positions on the purpose of education.

关键词： curriculum implementation national curriculum reform basic education China

Teacher Efficacy and Affective Well-Being in Hong Kong:An Examination of Their Relationships and Individual Differences

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ECNU Review of Education 2018年第2期1卷 102-126页

作者： Shenghua Huang hongbiao yin Department of Curriculum and Instruction in the Chinese University of Hong Kong

Purpose-The aim of this study is to explore the relationships between dimensions of teacher efficacy and affective well-being while focusing on the roles of demographic characteristics(gender,grade level,educational background,and seniority).Design/Approach/Methods-1,115 primary and 541 secondary school teachers in Hong Kong participated in the questionnaire survey.A series of t-tests,ANOVA,correlation analysis,and hierarchical multiple regressions were ***-The younger teachers reported lower scores for well-being and efficacy than their senior counterparts,and the female and primary school teachers reported significantly higher levels of teacher efficacy for student engagement than their respective *** the dimensions of affective well-being,pleasant affect was more closely related to teacher efficacy than negative affect,and the activated pleasant dimension of enthusiasm had the strongest *** the three dimensions of teacher efficacy,efficacy for student engagement was most strongly associated with affective ***/Value-The study revealed that teachers’affective well-being is not only important in itself,but also contributes to classroom *** enthusiasm and passion possessed and maintained by teachers could play important roles in enhancing their ***,maintaining a good affective well-being status and even a modest level of anxiety contributes to their efficacy for student engagement,a dimension on which teachers reported the least *** were put forward on how to improve teacher efficacy and well-being.

关键词： Teacher well-being teacher efficacy individual differences Hong Kong

Which Type of Interpersonal Interaction Better Facilitates College Student Learning and Development in China:Face-to-Face or Online?

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ECNU Review of Education 2022年第1期5卷 9-36页

作者： hongbiao yin Lian Shi The Chinese University of Hong Kong

Purpose:This study attempts to explore how Chinese college students engage in face-to-facesynchronous and online asynchronous interactions and examine how the two different interacition types are associated with their academic learning(learning achievement and the developmentof research skills),satisfaction,and their perceptions of learning ***/Methods:A sample of 3,999 undergraduate students from a research university in Northern China participated in the *** of cluster analysis,one-way analysisof variance,and hierarchical multiple regression were ***:The cluster analysis results revealed that there were four types of learners amongthese students and thata large percentage of Chinese undergraduates were classified into eitherdigital communicators(36.16%)or passive interactors(32.71%).In general the face-to-facesynchronous interaction generated more desirable academic learning perceptions of the learn-ing environment,and higher satisfaction than the online asynchronous interaction in ***,the asynchronous online interaction fostered student autonomy and contributed to students'completion of an in-depth ***:By distinguishing face-to-face synchronous versus online asynchronousinteractions,this study led toan enhanced knowledge of the interactive patterns of Chinesecollege students and uncovered the specific effects of the two types ofinterpersonal interactionsin Chinese research universities.

关键词： Face-to-face synchronous interaction higher education interpersonal interaction onlineasynchronous interaction student learning and development

芒针“循经透刺”结合语言康复训练治疗脑卒中后运动性失语临床研究

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针灸临床杂志 2024年第5期40卷 26-30页

作者：殷红彪陈幸生周婷王储蓄安徽中医药大学第二附属医院安徽合肥230061

目的:观察芒针“循经透刺”结合语言康复训练治疗脑卒中后运动性失语的临床疗效。方法:64例脑卒中后运动性失语患者随机分为观察组和对照组各32例,观察组予以芒针透刺联合语言康复治疗,对照组给予普通针刺法+语言康复治疗,每周治疗6 d,... 详细信息

目的:观察芒针“循经透刺”结合语言康复训练治疗脑卒中后运动性失语的临床疗效。方法:64例脑卒中后运动性失语患者随机分为观察组和对照组各32例,观察组予以芒针透刺联合语言康复治疗,对照组给予普通针刺法+语言康复治疗,每周治疗6 d,连续治疗3周,采用汉语失语症检查法(ABC法)评价语言功能,中国式功能性语言沟通能力检测法(CFCP)评价语言沟通能力,波士顿诊断性失语症检查法(BDAE)分级标准评定患者运动性失语的分级,蒙特利尔认知评估量表(MoCA)评分评估患者认知能力。结果:治疗3周后,观察组语言功能(听理解、谈话、复述和命名)评分均较治疗前提高,差异具有统计学意义(P<0.05),观察组语言沟通能力评分、失语程度和认知功能评分均较治疗前改善明显,差异具有统计学意义(P<0.05),治疗后,观察组语言功能评分、认知功能评分、言语沟通能力评分和失语程度改善均优于对照组,差异具有统计学意义(P<0.05)。观察组总有效率为93.75%(30/32),优于对照组的75%(24/32),差异具有统计学意义(P<0.05)。结论:语言康复训练的基础上联合芒针“循经透刺”可促进脑卒中后运动性失语患者的语言功能恢复,降低失语严重程度,改善患者认知功能,疗效显著。

关键词：脑卒中运动性失语芒针透刺

Catering for Learner Diversity in Hong Kong Secondary Schools:Insights from the Relationships Between Students’Learning Styles and Approaches

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ECNU Review of Education 2020年第4期3卷 610-631页

作者： hongbiao yin John Chi-Kin Lee Zhonghua Zhang Faculty of Education The Chinese University of Hong KongR407Ho Tim BldgShatinNTHong Kong SARChina The Education University of Hong Kong The University of Melbourne

Purpose:Catering for learner diversity is a key issue in the recent educational reforms in Hong *** present study addresses this issue through an investigation of the relationships between students’learning styles and approaches to learning in Hong Kong secondary ***/Approach/Methods:A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments.A series of confirmatory factor analysis,two-way analysis of variance,and structural equation modeling analysis were ***:The results identified three types of learning style among the students which are characterized by a cognitive orientation,a social orientation,and a methodological *** significant gender-and achievement-level differences were *** with the socially oriented learning style,the cognitively and methodologically oriented learning styles were more extensively and strongly related to students’approaches to learning,even though these students showed a greater preference for the socially oriented learning ***/Value:It is unwise to blindly cater for students’learning styles in classroom teaching and curriculum *** should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students’learning styles and teacher’s pedagogy but also integrates the constructive frictions between them into classroom teaching.

关键词： Approaches to learning Hong Kong junior secondary students learner diversity learning styles

Empowering Student Learning in Higher Education:Pathways to Possibility

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ECNU Review of Education 2022年第1期5卷 3-8页

作者： hongbiao yin The Chinese University of Hong Kong

With theincreasing emphasis on accountability in the public sector,the concept ofquality of highereducation has been one ofthe most globally dominating and influential“meta-ideas”over the pastthree decadles(Stensaker,2007)Facilitating student leamning and development is one of the coremissions of higher education Hence universities around the world have attached considerableimportance to monitoring the presages,processes,and products of student learning.

关键词： education attached globally

Three Approaches to the Inquiry into Teacher Identity: A Narrative Review Enlightened by Habermas's Human Interests

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ECNU Review of Education 2023年第1期6卷 57-83页

作者：刘任思静尹弘飚 Faculty of Education Chinese University of Hong KongShatinN.T.Hong Kong SARChina

Purpose:This paper attempts to review and conceptualize how different scholars approach research on teacher identity through the lens of three human interests defined by Jurgen ***/Approach/Methods:This literature review,guided by Habermas's three human interests,illustrates the characteristics of three different approaches to the inquiry into teacher ***:This paper summarizes three approaches to researching teacher identity and their characteristics,namely the technical approach,the practical approach,and the critical *** implications for future research and teacher development are also ***/Value:By incorporating Habermas's three human interests into teacher identity inquiries,this article offers a theoretical narrative review of the approaches to investigating teacher *** and weaknesses of each approach as well as the possibility of a combined application of different approaches provide an original discussion of teacher identity research.

关键词： Habermas human interests teacher identity teacher identity research theoretical narrative review