这是他们的话吗? 教师的热情和他们在课堂上的自然语言-一种情绪分析方法
Anne C Frenzel1, Hannah Kleen2, Anton K G Marx1
1Department of Psychology, Ludwig-Maximilians-Universität München, Munich, Germany.
The British journal of educational psychology
|January 31, 2025
概括
通过对课堂演讲的情感分析来评估教师的热情,显示了与教师自我报告的特征热情的联系. 这项研究探讨了教师热情和数学课时的口头表达之间的联系.
科学领域:
- 教育心理学教育心理学
- 语言学的语言学.
- 课堂研究 课堂研究
背景情况:
- 教师的热情对于学生的成绩至关重要,但它在课堂行为,特别是语言中的表现却未得到充分研究.
- 以前的研究主要使用基于特征的评分,忽视了教师热情的现场表达.
- 教师热情与课堂上口头沟通之间的联系在很大程度上是未知的.
研究的目的:
- 调查教师的特征热情和现场热情如何与他们的口头情绪基调有关.
- 为了量化教师的情绪基调,使用基于词典的情感分析,对转录的课堂发言进行量化.
- 在数学教育中探索正面情感教师谈话的定性方面.
主要方法:
- 应用了基于词典的情感分析 (SentiWS) 来转录来自45分钟数学课程的教师发言.
- 分析了19名中学数学教师及其393名学生的录像.
- 收集教师自我报告和学生对特征 (习惯性) 和现场 (课程期间) 热情的评分.
主要成果:
- 教师自我报告的特征热情与他们口头表达的情感的积极价值正相关.
- 学生对特征热情的评分与教师的口头情绪没有显著的相关性.
- 现场热情和口头情绪之间的关联较大,但对学生的评分也无意义.
结论:
- 这项研究开创了对德国教师在课堂上讲话的情感分析的使用,以将热情与语言联系起来.
- 为教师热情 (特别是自我报告的特征) 和口头情绪之间的联系提供了定量证据.
- 在数学教学中提供了对积极情绪化的教师演讲的定性见解.
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