同样的菜,用新的食材? - 一年级预服务教师关于情绪在学习过程中的作用的隐含概念
Rodolfo Bächler1, Byron Quiroz2, Pablo Segovia-Lagos1
1Escuela de Psicología, Facultad de Medicina y Ciencias de la Salud, Universidad Mayor, Las Condes, Chile.
Frontiers in psychology
|June 9, 2025
概括
一年级预服务教师在教育中经常将情绪与认知分开,拒绝简单和复杂的整合模型. 这种二元观点可能源于基于恐惧的学习环境.
科学领域:
- 教育心理学教育心理学
- 教师教育教育的教师教育.
背景情况:
- 全球的"情绪转变"影响着教育系统.
- 了解预服务教师对学习情绪的看法至关重要.
研究的目的:
- 检查第一年预服务教师对教育过程中的情感的概念.
- 分析这些概念中的性别差异.
主要方法:
- 在智利,72名一年级预服务教师接受了困境调查问卷.
- 该仪器评估了三个概念类型:"行为缩小主义"",情绪对认知的影响"和"认知情感整合".
主要成果:
- 拒绝"行为缩小主义"和"认知情感整合"的概念.
- 对"情绪对教育的影响"概念的高度坚持,将情绪与认知分开.
结论:
- 预服务教师主要采用对教育中的情感和认知的二元观点.
- 这种坚持可能是对依赖于恐惧的教育模式的回应.
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