A Study On Reules Of Teacher's Affective Performance

Affection plays a key role in teaching work, and teaching is an affective practice.Affection, as an inner feeling of individual experience, is a product of social culture and a carrier of interaction and performance, which are all involved in teacher's professional affection. Professional affection practice of teachers, mainly relying on "dramatic" structure and based on performance of "rule", is from acting logic of "role".Firstly, this dissertation discusses the issue of what the rules of teacher's affective performance are. Teachers'affective performance means that teachers initiatively and consciously experience and express affections in accordance with the role of teachers. Regularly, universally and publicly rules of teachers'affective performance have functions of affirmation, denying, advocation, order, restriction, maintenance, objection, and praise. They can define teachers'feeling; express feelings of teachers' duty; and promote teachers'understanding of advocated and suppressed feelings, as well as distinct appropriate and inappropriate feelings. Rules of affective performance dominate teachers'professional conduct, help teachers to communicate with other subjects, and promote teachers'professional development and self-development better. They can be divided into three types of rules:the technical rules based on teaching regulation and measured by effect and result; game rules based on personal agreement and presenting design and norm of organization; ethical rules based on the concept of good and evil, moral consciousness and reflecting the teachers'responsibility, morality, conscience and sense of mission and evaluation.Secondly, this dissertation explains what the rules of teacher's affective performance are for and reviews historical, cultural and political factors. The rules determine teachers'professional knowledge, professional ethics, teachers'identity, teachers'culture, power discipline, professional habit, body technology and discourse practice; they are reflected in the social and cultural construction, political power building, and teachers'practice, and built up in the dual process of teachers' subjectilzation and objectilization.Thirdly, this dissertation illustrates how teachers practice rules of teacher's affective performance via the questionnaires on the practical level of rules and status of positive and negative affection experience as well as the relationship between the two empirical studies. According to the survey, we can find that:1, the current practice of rules of teacher's affective performance belongs to upper middle level;2, female teachers, especially teachers with teaching experience less than 10 years, urban teachers, key school teachers, teachers in kindergarten, unmarried teachers own relatively higher practical level of performance rules;3, there is a positive correlation between overall practical level of rules of teacher's affective performance and the teachers'positive affection experience with exception of some teachers; 4, rules are facing new challenges such as informalization, institutionalization, role-taking and intellectualization.Finally, this dissertation probes how to reconstruct and practice rules of teacher's affective performance. Teachers need to practice the rules, especially reasonable ones. We need to construct reasonable rules and see to it that such rules can take feasibility and acceptability, regularity, and the purpose, norms and differences, interaction and balance into consideration; such rules can comprehensively evaluate and correctly distinguish between different types of affective performance rules and promote teachers to practice love, passion and affection.