情感性支架:学生情感和学科内容交叉点上教师知识的研究^*

杰里·罗西克

（俄勒网大学教育学院，美国）

【摘要】近十年以来，帮助教师更好进行教学的教师实践性知识研究成为教师教育研究领域越来越关注的热门话题。本文主要报告了对40名新手教师和专家型教师所进行的长达10多年的一系列关于教师实践性知识的研究。研究的主要目的是对学科教学知识理念进行批判和精炼。我们通过一系列实践活动探讨特定的教学表征是怎样影响学生对即将要学习的内容的情感反应，这些实践被称之为情感性支架。本文列举了一些情感性支架的例子，提出了情感性支架的分类方式，并探讨了它对教师知识理论和教师教育课程的启示。

【关键词】教师知识；情感；学科教学法知识；文化；情境

【中图分类号】G451.2

【文献标识码】A

【文章编号】1007-2179（2009）04-0062-09

【作者简介】Jerry Rosiek，博士，教授，俄勒冈州大学教育学院，主要研究方向是教师实践性知识的研究。

【译者简介】朱晓斌，博士，教授，杭州师范大学教育科学学院心理学系主任；王静丽，杭州师范大学教育科学学院心理学系研究生（windwjl@126.com）。

*本文英文版发表在《教师教育》（Journal of Teacher Education）第54卷第5期399-412页，经作者本人授权翻译成中文。

Emotional Scaffolding: An Exploration of the Teacher Knowledge at the Intersection of

Student Emotion and the Subject Matter 

Jerry Rosiek

（College of Edycation,University of Oregon,U.S.A.）

Abstract: The practical knowledge that enables good teaching has emerged over the past decade as an area of critical interest to educational researchers. This article reports on insights gathered during a series of teacher practical knowledge research projects that took place over a 10year period with more than 40 teacher interns and experienced teachers. The groups were convened for the purpose of critiquing and refining the concept of pedagogical content knowledge. One practice that became a focus of inquiry in these groups was the tailoring of pedagogical representations to influence students' emotional response to some specific aspect of the subject matter being taught. This practice was named emotional scaffolding.  Several examples of emotional scaffolding are provided and a typology of approaches to emotional scaffolding is offered. Possible implications for teacher knowledge theory and teacher education curriculum are explored.

Key words: culture; context; emotion; pedagog