教學情緒力對學習之影響 : 以外籍配偶識字班為例

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Title:	教學情緒力對學習之影響 : 以外籍配偶識字班為例
Other Titles:	Effects of teacher's emotional labor on learning : a case study of foreign brides' literacy classes
Authors:	陳彥伶;Chen, Yen-ling
Contributors:	淡江大學公共行政學系公共政策碩士在職專班韓釗;Han, Charles Chao
Keywords:	教學情緒力;情緒;外籍配偶識字班;學習;Teacher’s Emotional Labor;Emotion;Foreign Brides’ Literacy Class;Learning
Date:	2009
Issue Date:	2010-01-11 04:47:24 (UTC+8)
Abstract:	論文提要內容：本研究係以教師情緒力為重點，聚焦於探討教學情緒力在教學過程中的角色與作用，並希冀藉由研究外籍配偶識字班的上課情形，以釐清教師情緒力在教學過程中對學習效果可能產生之影響，並提出以下三點主要研究發現：一、研究個案中識字班的教師除擔任教學工作外，並同時扮演如：輔導員、朋友、諮詢者及協調者等角色，故教師本身及外籍配偶對於課堂中的教學情緒認知，其實是各種角色的感受交相重疊所產生，而因個案教師均為已退休之教職人員，不須擔負一般學生的教學責任，亦少自身家庭的羈絆，無須面對額外的生理和心理負擔因素，因而傾向將參與識字班教學的課程視為公益服務，故在教學過程中正面情緒感受多於負面情緒，而這些正面情緖也的確多能有效地傳達予外籍配偶。二、識字班教師為配合外籍配偶的學習動機，會不斷地注意與調整自己和學生間互動的情緒，並藉由教學熱忱以減少學生焦慮及增加趣味的作業或課程等學習活動，以提升外籍配偶的學習動機與行為，而能充分理解教師情緒的外籍配偶，在學習行為及認知的學習效果上確實較優於認知不明的學生。三、由於「歸化取得我國國籍者基本能力及國民權利義務基本常識認定標準」僅將學習為累計時數認定，卻未搭配相關的教學評鑑標準，造成外籍配偶被動的參與學習，只求符合最低基本教育時數，卻無心求學的消極態度。識字班教師因為了解外籍配偶對於參與識字班課程的期待及目的，亦體認其不足及不利的學習因素，故在沒有要求學習效果的有力支撐點下，面對外籍配偶的學習成效不彰或學習態度不佳，即會衡量各項歸因後作出她們認為適當的情緒，以期改善學習情境。研究發現，識字班教師的教學情緒對於改變外籍配偶學習動機雖無法產生決定性的影響，但在提升學生學習成效方面則確已產生相當效果。 The goal of this research is to explore the roles and the functions of the emotional labor of the teacher in the process of teaching. By investigating two Foreign Brides'' Literacy Classes, this research intends to illuminate the effects of the teacher’s emotion on learning as well as the performance of students. The major findings of this research are stated as follows: 1. In addition to teaching, the teachers of the Foreign Brides'' Literacy Classes also play the roles of instructor, friend, adviser, and coordinator. Therefore, the appropriate teaching emotion perceived by the teacher and the students is in fact an intertwined feeling regarding these multiple roles. On the other hand, having retired from school, the teachers need not to bear the responsibilities of teaching regular classes and taking care of family. Therefore, they tend to consider teaching in the Foreign Brides'' Literacy Classes as volunteer services, and usually carry more positive emotions rather than negative emotions in the class. 2. In order to align with the learning motive and reduce the anxiety of the students, the teachers tend to continuously adapt their teaching emotion in the process of interacting with the students. Moreover, the teachers have arranged a variety of interesting homework and in-class activities to motivate the students. Correspondingly, the students who are well aware of the emotion of the teacher tend to behave and perform better than those students who do not care about the emotion of the teacher. 3. Since the naturalization regulation only requires the foreign spouses to take certain credit hours of the Chinese Literacy Class whereas ignores the actual performance of the students, many foreign brides tend to consider that the reason of taking the course is simply for fulfilling the minimum credit hours requirement rather than improving their Chinese competence. Therefore, many students tend to attend the class in a passive manner. Based on the understanding regarding the expectation and purpose of the Foreign Brides, the teachers tend to express the right emotion according to their own judgment in the hope of improving the learning situation. This effort, although it does not produce a determinant effect to overturn the primary motive of all the foreign brides, has been found very helpful for promoting the willingness to learn of part of the students.
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