远程教育条件下高校教师情绪能力特征的实证研究

N. Kalka, O. Fedyshyn, Galyna Horyn
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引用次数: 0

摘要

本文论述了远程教育条件下教师情感能力在专业活动中的地位和重要性。在远程学习培训课程中,情感能力作为个人专业素质的重要性尤其值得注意。本研究的目的是通过理论研究和实证研究来确定远程教育中科学工作者和教学工作者的情感能力特征。描述了情绪能力的主要组成部分:反思、自我调节、共情和表达能力。远程教育过程中教师在培训过程中其表现特征及水平的实证研究为了进行实证研究,我们采用了鲁萨洛夫的情绪诊断方法、霍尔的情绪智力评估方法、伊林的“情绪特征”测试、博吉纳的“情绪表达”问卷。结果表明,交际情绪在教师中占主导地位不显著,表明教师在失败情境中表现出脆弱性,在社交过程中表现出持续的焦虑感,在交际过程中表现出一定的不确定性和易怒感。值得注意的是,评估情绪意识的适当发展水平,即教师理解自己情绪和他人情绪的能力。在各种情绪指标的表达上,教师表现水平最高的特征是“情绪强度”的特征。在情感表达中,表达率最高,不受语言意象的渠道和指标的区分,通过情感成分及其上述特征的发展,是语言交际完备性和表达性的标志,是教育成功的重要组成部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Empirical Research of Features of Emotional Competence of University Teachers in the Conditions of Distance Learning
The article describes the place and importance of emotional competence of a teacher in professional activities in the conditions of distance learning. In particular, attention is drawn to the importance of emotional competence as a professional quality of the individual during training sessions in distance learning. The aim of the research is to determine with the help of theoretical and empirical research the features of emotional competence of scientific and pedagogical workers during distance learning. The main components of emotional competence are described: reflection, self-regulation, empathy and expressiveness. An empirical study of the features and level of their manifestation in teachers during training sessions in the process of distance learning. To conduct an empirical study, we used the method of diagnosing emotionality by V.M. Rusalov, methods of assessing emotional intelligence by N. Hall, “Characteristics of emotionality” test by E. Ilyin, “Emotional expression” questionnaire by L. Bogina. According to the results of the methods, insignificant dominance of communicative emotionality in teachers was determined, which indicates vulnerability in the situation of failures, feelings of constant anxiety in the process of social interaction, some uncertainty and irritability in the communication process. Notably, the assessment of the appropriate level of development of emotional awareness, ie the ability of teachers to understand their own emotions and the emotions of others. Regarding the expression of various indicators of emotions, teachers have the highest level of manifestation is characterised by the characteristic “intensity of emotions”. Regarding emotional expression, the highest rate belongs to expressiveness, which is not differentiated by channels and indicators of language imagery, which is a sign of completeness and expressiveness of language communication and an important component of educational success through the development of emotional component and its above characteristics.
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