摘要
教师职业倦怠作为一种以教师对工作失去意义感、对学生失去责任感和对自我失去效能感为主要情绪表现的综合性症状,严重影响教育改革的推进、学校教学水平的提升、学生的学业进步和教师自身的发展。而根据合理情绪疗法原理,教师可以通过正确认识诱发情绪反应的外部事件、合理分析诱发情绪反应的内部诱因、及时修正或放弃非合理认知、树立积极乐观的人生观等途径进行职业倦怠的自我缓解。
Occupational boredom of teachers is a emotional syndrome reflected in losing sense of significance to work,losing sense of responsibility to students and losing sense of self-efficacy,which can seriously affect the process of educational reform,promotion of school teaching level,student＇s academic progress and teacher＇s self development. According to the theory of rational-emotive therapy,teachers can relieve occupational boredom by finding out the external events which cause boredom,getting a correct understanding of internal incentives,modifying or abandoning irrational cognition to get rational one and setting up positive and optimistic view of life to self-relieve occupational foredoom.
出处
《天津师范大学学报（基础教育版）》
2015年第1期20-24,共5页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
教育部人文社会科学研究项目"规约与张扬:中小学教师教学个性养成研究"成果(12YJA880072)
关键词
合理情绪疗法
认知
教师职业倦怠
rational-emotive therapy
cognition
occupational boredom of teachers
