摘要
情绪觉察是指对情绪的识别和描述能力。作为情绪智力的基础，情绪觉察对个体的身心健康和人际交往都具有重要作用，并受到国外学者的高度重视。然而，当前有关情绪觉察的研究仍存在一些不足和局限，主要表现为：研究视角单一，即对情绪觉察的理论研究仅从单一的能力视角展开；国内测量工具缺乏，即国内缺乏情绪觉察方面的研究，其测量工具更是缺乏；研究对象不均，即研究对象以身心疾患为主，致使研究取向局限于临床取向；基础研究不足，即对情绪觉察神经基础的探索较少；干预方法不足，即对正常群体情绪觉察的干预方法缺乏针对性等。因此，从能力和过程相结合的整合视角对情绪觉察开展以教育应用为导向的基础研究具有重要的理论意义和实践价值，不仅可以丰富情绪觉察和情绪智力的理论，还可以为情感教育实践提供有益的借鉴。
本文针对以往研究的不足提出双线研究构想，即以教育应用为导向的基础研究：在基础研究方面，从能力取向和过程取向相结合的视角探究情绪觉察的概念，并通过实证探索情绪觉察能力与情绪觉察过程间的关系，以建构情绪觉察的形成作用模型；在教育应用方面，以亟需情绪觉察能力的正常群体——职前教师为研究对象，考察其情绪觉察能力的特点和情绪觉察过程的特点，并在建构的情绪觉察形成作用模型的基础上提出有针对性的优化措施并加以实施，以提升职前教师的情绪觉察能力。围绕上述思路，论文主要开展了以下三个方面开展了实证研究：
首先，考察了职前教师情绪觉察能力的特点。具体包括修订情绪觉察水平问卷，并对职前教师和刚入职教师实施调查，以了解职前教师情绪觉察能力的总体特点和差异特点。
其次，探索了职前教师情绪觉察过程的特点。具体包括采用时间分辨率比较高的ERP技术和眼动技术探索情绪觉察能力高低不同的职前教师在情绪觉察过程中的脑电和眼动差异，以揭示其情绪觉察的特点。
最后，实施了职前教师情绪觉察能力的优化。依据前两部分得出职前教师情绪觉察的特点，设计有针对性的优化情绪觉察的方法并加以实施，以提升情绪觉察能力不足个体的情绪觉察能力。
通过上述实证研究，本文获得如下结论：
1、修订的情绪觉察水平问卷具有良好的信度和效度，可以作为测查情绪觉察能力的有效工具。
2、职前教师情绪觉察能力在总体上处于中等偏下水平，亟待提升；职前教师情绪觉察能力在性别、年级、专业上存在显著性差异，表现为女性情绪觉察能力均优于男性；情绪觉察能力大体上随着年级的上升而上升；文科职前教师的情绪觉察能力优于理科职前教师；职前教师情绪觉察能力在性别与专业、生源地与年级、是否独生与年级存在交互作用；在职教师的情绪觉察能力高于职前教师。
3、高情绪觉察能力职前教师觉察情绪的正确率上高于低分组，但反应时则短于低分组。高分组在N100、P100、N170和LPP四个成分的幅值均显著高于低分组，而在VPP、P200和N250三个成分的幅值上均显著低于低分组；在早期阶段（100-200ms）和在晚期阶段（300ms以后），高分组在头皮后部脑区的激活高于低分组；在中期阶段（200-300ms），高分组在头皮前部脑区的激活低于低分组。
4、高情绪觉察能力职前教师在眼动总注视点个数、注视频率和瞳孔直径上高于低分组，但在眼跳时间和眼跳幅度上则小于低分组；低分组在不同情绪面孔上的加工模式一致，同时关注眼睛和嘴巴两个兴趣区，而高分组对不同情绪面孔的加工模式则不一致，在觉察恐惧面孔时更关注嘴巴这一兴趣区。
5、情绪认知训练和情绪体验训练可以有效提升职前教师情绪觉察能力。
As the basis of emotional intelligence, emotional awareness refers to the abilityto perceive and identify emotion. It plays an important role in individuals’ physicaland mental health and interpersonal aspects. In addition, it has gotten more andmore attention from scholars. However, according to current researches, there aresome deficiencies and limitations about emotional awareness.
Most researches on theory of emotional awareness mainly elaborated from asingle perspective. Emotional awareness is rarely conducted in domestic researchand lack related measuring tool. The objects of researches are given priority tophysical and mental patients and thus research orientation is limited to clinicalorientation.Less researches on the neural basis of emotional awareness can be found.What is more, intervention methods of normal population emotional awareness lackpertinence.
Therefore, Comprehensive perspective from ability and process to carry outeducational applications oriented basic research of emotional awareness hasimportant theoretical and practical value. The research can not only enrich thetheory of emotional awareness and emotional intelligence, but provide reference foremotional education practices.
The research proposed two-lane ideas which means educational applicationsoriented basic research. When it refers to basic research, we mainly explore theconcept of emotional awareness from process oriented perspective and abilityoriented perspective and examine the relationship between the ability of emotionalawareness and emotional awareness process through empirical research to constructthe mode of formation and function of emotional awareness. From the perspective of educational applications, we take pre-service teachers who are urgent in need ofemotional awareness as the research objects.to examine theirs’ abilitycharacteristics of emotional awareness and emotional awareness of thecharacteristics of the process, Apart from that, we also put forward to targetedoptimization measures on the basis of mode of formation and function of emotionalawareness to enhance the ability of emotional awareness of.pre-service teachers.
Around the above ideas, the paper mainly carried out empirical studies of thefollowing three parts. The first part of the empirical study examines thecharacteristics of emotional awareness ability of pre-service teachers includingrevised Levels of Emotional Awareness Scale and carried out survey of pre-serviceteachers and newly recruited teachers to understand the general characteristics anddifferences of the pre-service teachers’ ability of emotional awareness. The secondpart of the empirical research mainly explores the characteristics of the process ofpre-service teachers emotional awareness including take advantage of relatively hightemporal resolution ERP technology and eye movement technique to explore EEGand eye movement differences of pre-service teachers who have different ability ofemotional awareness in the process of emotional awareness to reveal thecharacteristics of emotional awareness. The third part of the empirical researchcarried out pre-service teachers’ emotional aware ability optimization.
According to first two parts, the characteristics of the pre-service teachers’emotional awareness were derived and we design targeted optimization emotionalawareness and implement to enhance the ability of emotional awareness of theindividual who have inadequate emotional awareness.
Through the empirical research, we obtained the following conclusions:
Firstly, Levels of Emotional Awareness Scale has good reliability and validity andcan be used as an effective tool to measure the ability of the emotional awareness.Pre-service teachers emotional awareness ability is in general lie in low mediate leveland urgently need to upgrade. The ability of emotional awareness of the pre-serviceteachers has significant difference in gender, grade and professions. The results showthat women’s emotional awareness ability is superior to men’s.
Secondly, emotional awareness ability rises substantially with grade rise. Theability of people of liberal arts emotional awareness is better than people of science.Emotional awareness ability of pre-service teachers has interaction in gender andprofessional. In-service teachers’ emotional awareness ability is higher than thepre-service teachers’.
Thirdly, the correct rate of pre-service teachers who have high emotionalawareness ability is higher than pre-service teachers’ who have low emotionalawareness ability. But the reaction time of pre-service teachers who have highemotional awareness ability is shorter than pre-service teachers who have lowemotional awareness ability. In addition, amplitudes of high score group aresignificantly higher than the low score group’ in the four components of N100, P100,no. N170and LPP, while amplitudes of high score group were significantly lower thanthe low score group’ in the three components of VPP, P200and N250.In the earlystages (100-200ms) and late stage (300ms later), brain activation in the rear scalp offhigh score group is higher than the low score group’. In the medium term(200-300ms), brain activation in the frontal scalp of higher group high group is lowerthan that of the low score group.
Fourthly, the number of total eye fixation point, monitoring frequency and, thediameter of the pupil of pre-service teachers who have high ability for emotionalawareness are higher than the low score group, but the saccadic time and saccadeamplitude of pre-service teachers who have high ability for emotional awareness isless than the low score group. Consistent with the mode of processing differentemotional faces, low score group concerned about the two interesting regions ofeyes and mouth at the same time. Inconsistent with the mode of processing differentemotional faces, high score group more concerned about the mouth in the perceivedfear faces.
Finally, the emotional cognitive training and emotional experience training canbe effectively promoted pre-service teachers’ emotional awareness ability
引文
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