%0 Journal Article
%T 教师自我同一性的基本表征与异化现象分析<br>The Basic Representation of Teachers’ Self-Identity and the Analysis of Alienation
%A 郑永芝
%J Advances in Education
%P 3706-3712
%@ 2160-7303
%D 2022
%I Hans Publishing
%R 10.12677/AE.2022.1210567
%X <span style=\"font-size:14px;\">教师自我同一性是教师在学校工作领域中内在自我之间与自我和他人、环境之间的平衡；自我同一性在不同的场域中有不同的表征，在教师职业场域中表征为职业认同感。在教师的专业发展中，异化体现在两个方面，一是教师自我认同危机，表现为教师自我价值感建构的模糊不清及自我归属感的迷失；二是教师情绪失调导致职业倦怠。对此，我们需要重构教师的自我同一性，转化教师的情绪，积极引发教师的心流体验，守护教师自我同一性的平衡发展。</span><br />
<span style=\"font-size:14px;\">Teacher’s self-identity is the balance between teacher’s inner self, self, others and environment in the field of school work. Self-identity has different representations in different fields, and it is represented as professional identity in the professional field of teachers. In the professional development of teachers, alienation is reflected in two aspects. One is the crisis of teachers’ self-identity, which is manifested as the ambiguity of the construction of teachers’ self-worth and the loss of their sense of belonging. Second, teachers’ emotional disorder leads to job burnout. In this regard, we need to reconstruct teachers’ self-identity, transform teachers’ emotions, actively trigger teachers’ flow experience, and protect the balanced development of teachers’ self-identity.</span>
%K 自我同一性，职业认同感，职业倦怠，情绪劳动<br>Ego Identity
%K Professional Identity
%K Job Burnout
%K Emotional Labor
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=56547