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1.
In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional “intelligence”? What impact would improved emotional intelligence have on learners’ emotional health and well‐being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area. 相似文献
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Previously, the Sherborne Developmental Movement (SDM) has been found to contribute to the development of emotional competencies in higher education. This study presents and evaluates a teaching model based on SDM for the development of emotional competencies in teacher education. The study examined the contributions of this model to the increase of emotional competencies in 67 future educators. Measurements included reflective diaries, questionnaires, a final project and emotional intelligence and empathy scales. Findings indicated that SDM activities integrated into a teaching model created social interactions that evoked emotional understanding of self and others, improving emotional competencies. 相似文献
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教育是人类社会文明发展的重要领域,人工智能在教育领域的应用,对教育产生了革命性的影响;同时,也给教育伦理带来了一系列风险和挑战。人工智能在教育应用中导致的伦理困境和可能面临的伦理风险,主要表现在人工智能与教育主体的权利嬗变、算法推荐与学生个性的发展异化、人工情感与人机互动的情感危机、智能感知与教育数据的价值困境这四个方面。为了防范和消除这些伦理风险,“以人为本”“以德为先”“以法为界”是人工智能在教育应用中的理性选择,教育责任则是“可信赖的人工智能应该做什么”伦理准则的实践指向。 相似文献
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Three teachers, who held extreme preferences for the ways they learn, participated in a year‐long professional development course, designed to sensitize teachers to their own and colleagues’ individual learning differences (ILDs). The case study focuses on their extreme learning preferences and discusses the impact of these preferences on their language, beliefs and practice, both before and after the course. The teachers’ learning preferences were determined from their scores on seven learning/cognitive styles tools and understood further from field notes, interviews and pre‐/post‐test responses. The study suggests that teachers with extreme learning preferences tend to: (a) teach the way they prefer to learn; (b) overgeneralize and project their own learning needs onto students; and (c) hold initial pathognomonic (“blame the learner”) beliefs about students mismatched to them. After the course, the teachers changed their language, beliefs and practice in the direction of becoming more effective teachers, e.g., they held more interventionist beliefs (“I can intervene to help the learner”). The three teachers were strong prototypes who can provide insights about the importance of ILDs in learning, practice and professional development. 相似文献
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人工智能教育应用是实现个性化、智能化、情境化教学的重要技术支撑,其实施手段和应用效果受到教育界的高度关注。当前,人工智能教育应用中的人机交互关系主要包括静态反馈、动态反馈、混合反馈三类,其交互主体本质上均以机器为中心,学生处于被动地位。面向人类智能发展的未来,增强人工智能教育应用的反馈性、智慧性、迁移性特征,促进学习者的主体性发展,重构人工智能教育应用的发展生态,是人工智能教育应用转型升级的关键路径。本研究在归纳国内外学习者反馈素养相关研究基础上提出“感知反馈、认知统合、评价判断、采取行动、情感管理、动机调控”六类核心要素,通过搭建不同领域和层次的多元支架,构建面向智能教育应用的人机双向反馈机制模型,探讨解决人工智能教育应用面临的人机关系困境的路径,为未来智能教育发展提供理论思考和实践借鉴。 相似文献
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本研究从类型学视角,采用扎根理论从教育政策中归纳出教师情感表演规则的类型学体系。通过探索性分析得到如下形式理论:情感表演规则分为内隐性和外显性规则两大类;内隐性规则又分为情感修养规则、情感素质规则、情感认知规则、情感调节规则、情感体验规则,外显性规则分为情感行为规则和情感形象规则;根据类型之间的关系,本研究建构了"冰山模型"。对教师情感表演规则类型的探究有助于为全面优化教师情感实践提供指导。 相似文献
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Cultural Historical Activity Theory served as the analytical framework for the study of a professional development event for a zoo’s education department, specifically designed to build understandings of “Affective Transformation,” an element pertinent to the organization’s strategic plan. Three key products—an Affective Transformation model, scaffolding schematic, and definition, “providing emotional experiences for visitors which increase caring for animals and nature that may lead to zoo-related nature-protective behaviors”—emerged as a result of ongoing deliberation among professional development community members over two days. Participants, including both management- and non-management-level staff, as well as an expert facilitator, contributed complementary expertise to the process. The discussions, therefore, crossed both vertical and horizontal layers of authority. Moreover, leadership was distributed across these levels in the development of these products. Members used pre-existing resources, as well as tools created in the course of the professional development event. Interactions among participants and resources were instrumental in Affective Transformation product development. Examination of one zoo’s construction of understanding of affective goals, therefore, may offer insights to other organizations with similar aspirations. 相似文献
8.
张翠莲 《苏州教育学院学报》2013,(4):93-96
情感是人的思想政治品德形成过程中的重要环节,为了促进学生的全面发展,“思想道德修养与法律基础”课教学中应结合课程的性质以及学生的情感状况,来确定课程情感教育的基本内容。通过培养教师的情感素养、创设教育情境、实践活动积极引导等方式,改进教学,以达到增强学生自尊和自信、培养学生的社会责任感、丰富学生道德情感、提升学生职业荣誉感和责任感的目的。 相似文献
9.
杨海丽 《太原大学教育学院学报》2012,(1):23-25
情商在人一生当中取得成就和获得成功中所起的作用越来越受到人们的重视。由于情商不同于智商,主要是后天培养和形成的,因此如何培养和提高幼儿的情商成为了人们比较关注的一个焦点话题。 相似文献
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Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong 总被引：2，自引：0，他引：2
The relationships among four components of emotional intelligence (emotional appraisal, positive regulation, empathic sensitivity, and positive utilization) and three components of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were investigated in a sample of 167 Chinese secondary school teachers in Hong Kong. One hypothesized and five competing models were constructed and tested using structural equation modeling procedures. The hypothesized model provided an adequate and moderately good fit, suggesting that emotional exhaustion, influenced by emotional appraisal and positive regulation, was causally prior to depersonalization and personal accomplishment, but personal accomplishment could develop relatively independently from the burnout components through the influence of positive utilization of emotions. Implications of the findings on the articulation of components of emotional intelligence and burnout for preventive intervention efforts to combat burnout are discussed. 相似文献
12.
Maria S. Poulou 《Early education and development》2017,28(8):996-1010
The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool. 相似文献
13.
This study set out to examine whether Chinese parents, more than people from other nations, over-estimate the intelligence of their son (little emperor) compared to their daughter. In this study, 155 pairs of married couples from mainland China estimated their own, their partner’s and their only child’s overall intelligence and 13 “multiple intelligences.” They also completed a short measure of the Big Five personality traits. Replicating previous studies, fathers rated themselves higher than mothers for almost all types of intelligence. Results revealed, however, no parental sex differences in the estimates of children’s multiple intelligences. Both parents attributed higher overall, verbal, and musical intelligence, but lower existential intelligence to their child than to themselves. Multiple regressions indicated that estimates of verbal, logical–mathematical, spatial and intrapersonal intelligence were the best predictors of estimates of overall intelligence. Participants’ openness and neuroticism were significant predictors of self-rated intelligence. The results were interpreted in relation to specific Chinese social and cultural influences, though there seemed to be no “little emperor” effect. 相似文献
14.
Sandra L. Kerr Lisa J. Lucas Grace E. DiDomenico Vipanchi Mishra Brian J. Stanton Geeta Shivde 《Teaching Education》2017,28(4):349-359
In this study, we investigated the effects of mindfulness training with 23 pre-service teachers. Subjects were assigned to either a six-week mindfulness training program or a control condition. Postintervention, mindfulness participants reported greater emotional clarity and improved regulation of negative emotions. In particular, the mindfulness group was shielded from an increase in negative emotions compared to the control group. In addition, within-group differences suggested that mindfulness training helps student-teachers control impulsive behavior and respond more flexibly to stressful emotions. These findings add to a growing body of research on the benefits of mindfulness. Pre-service teachers, it seems, gain the most benefit in the realm of emotional regulation. 相似文献
15.
Einat Heyd-Metzuyanim Michal Tabach Talli Nachlieli 《Journal of Mathematics Teacher Education》2016,19(6):547-574
The mathematics education field, including prospective teacher education program, has seen a continuous effort to change teaching practices to be more cognitively demanding, conceptually oriented and student centred. Our goal in this study was to examine how certain underlying assumptions about mathematical learning, as reflected in a skilled instructor’s discourse, align with opportunities to learn. The data included a set of fully transcribed 11 lessons from an introductory algebra course. The method of analysis was built upon the communicational (commognitive) framework and included discerning between the instructor’s mathematizing and identifying talk. This framework was extended to quantify the instructor’s identifying talk over the whole set of lessons. Our findings showed that at the surface level, the instruction in the class seemed to align with “explorative” goals. On a deeper level, however, it was more aligned with “ritual” goals that are concerned with producing narratives about people, not about mathematics. 相似文献
16.
教师的情感智力是指教师监控自己及他人的情绪和情感,并识别、利用这些信息指导自己的思想和行为的能力。通过问卷调查发现教师情感智力水平居中,城镇教师和农村教师在情绪调控能力方面有差异,文科教师理科教师在情感智力水平上有差异,学历为专科水平和教师学历为本科的教师在情感智力水平上有差异,教龄在5年以下和教龄在15年以上的教师在人际关系处理方面显著高于教龄在5年到15年的教师。在调查的基础上提出了改变教师培养模式、提高教师待遇、满足教师各种需要等提高教师情感智力的有效对策。 相似文献
17.
人机协同系统正在全面渗入人类的工作与生活,社会正快速地人机协同化。在弱人工智能时代,人工智能没有“意向性”,但其智能程度在迭代进化中。人机协同系统存在人类与机器两类智能主体,以及人类智能、人工智能和协同智能三种智能元素,其中协同智能的主体是人类,人机协同系统的智能是分布式的。受国际关系“软”“硬”“巧”实力三分理论启示,本研究构建了人机协同时代社会智能的三维模型。“三维”指硬智能、软智能和巧智能,机器拥有更多硬智能,并向人类“学习”软智能,人类拥有更强的软智能和巧智能,并把更多的硬智能“让渡”给机器。基于社会的快速人机协同化,教育所培育的学生核心素养应以发展学生的软素养和巧素养为重点,在硬素养维度着力培育学生的计算思维。未来人机关系将决定个体的社会存在,因此强调以人机协同的价值观、意识、能力等为重点的巧素养培育具有前瞻性。 相似文献
18.
伊曼努尔·康德与马克思·舍勒都提到了“偏好”问题,但二者对于偏好问题的理论差异很大。康德的“偏好”指自然欲望,舍勒的“偏好”指“善的趋向”。舍勒设定的“偏好”概念具有向善和自明的特点。“自明”特点使得偏好无须论证,构成了舍勒理论的基础。从“偏好”概念的差异出发,康德强调意志的自由,而舍勒则提出了情感的先天和绝对性。这两种理论体系都致力于寻求道德的绝对化,但是各有不足。康德实践理性理论的不足是忽视了个体的特点,舍勒的情感秩序体系的缺陷在于缺乏一种形式化的先天制约。 相似文献
19.
A growing body of research has linked emotional intelligence (EI) to different life aspects, including personal well-being, quality of social relationships and professional effectiveness. In the field of education, EI has been linked to different aspects of school life, such as learning, academic achievements and pro-social behaviours among students and more recently, to effective teaching. The paper reports the qualitative findings of a comprehensive research project which followed a two-year emotional intelligence development programme, as part of teacher-targeted professional development training in one school in Israel. Data is based on 26 in-depth interviews with school teachers. The focus of the study was to explore what impacts an EI training programme might have upon the participants. The findings indicate that EI can be developed in teachers and that the EI training programmes may be effective in bringing about positive EI shifts and related behaviours which may positively impact upon teachers' practice, their sense of meaningfulness and their relations with students. 相似文献
20.
Hüseyin Kotaman 《Teacher Development》2016,20(1):106-122
The current study explored Turkish prospective early childhood teachers’ emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also contains the Perception of Own Emotions (POE), Understanding Others’ Emotions (UOE) and Regulating Emotions (RE) subscales. Study findings revealed that participants had moderate scores on the POE, UOE, and RE subscales and for whole emotional intelligence. Significant differences in total emotional intelligence and some subscales were found among grade levels and parenting styles. However findings showed that prospective teachers’ EI level did not increase as their professional education level increases. Also, prospective teachers with neglecting parents obtained the lowest mean scores from the total scale and every subscale for EIS. The study concluded that teacher education programs should support emotional development too. 相似文献