刘艳妮，赵犇，熊文
(1.华东师范大学 体育与健康学院，上海 200241；2.新疆师范大学 体育学院，新疆 乌鲁木齐 830054)
摘 要：情绪劳动是体育教师的第三种职业属性，以情绪地理学为理论透视镜，运用访谈、文献资料、思辨分析等方法剖析我国体育教师情绪劳动的概念、结构与困境，并提出相应的调适策略。研究认为：(1)体育教师为了迎合专业目标和职业角色期待而对自身情绪进行管理的实践过程称为情绪劳动。(2)情绪地理学是理解体育教师情绪劳动的重要框架，以此建构出由社会文化、道德、专业、政治与物理地理组成的体育教师情绪劳动图景。(3)体育教师面临着5种情绪劳动的地理困境，包括社会文化对体育教师身份的“污名化”损伤；舆论关于教师“圣贤”道德形象与体育教师的世俗需求间的矛盾；体育教师专业化过程中关怀伦理不足，使师生间情绪疏离；体育课程改革中基层教师的情绪表达空间受挤压；体育的“家校合作”中互动边界不清晰，触发教师的情绪隔阂。(4)针对体育教师的情绪劳动困境，从社会、组织与个人层面提出“共创尊师重体风气”“巩固情感联络纽带”与“提高情绪整饰能力”三大突围策略。
关 键 词：学校体育；体育教师；情绪劳动；情绪地理学
中图分类号：G807 文献标志码：A 文章编号：1006-7116(2025)04-0008-08
Review and adjustment of the "third type of labor" for physical education teachers under the perspective of emotional geography
LIU Yanni，ZHAO Ben，XIONG Wen
(1.School of Physical Education and Health，East China Normal University，Shanghai 200241，China；
2.School of Physical Education，Xinjiang Normal University，Urumqi 830054，China)
Abstract: Emotional labor will be the third professional attribute for physical education teachers. Taking emotional geography as the theoretical perspective, this paper analyzes the concept, structure and dilemma of emotional labor of physical education teachers inChinaand also proposes corresponding adjustment strategies through the methods of interview, literature, and speculative analysis. It is concluded that: (1) The emotional labor of physical education teachers refers to the practical process in which they manage their own emotions to meet professional goals and the expectations of their occupational roles. (2) Emotion geography is an important path to understanding the emotional labor of physical education teachers, through which a picture of the emotional labor of physical education teachers composed of social culture, morality, profession, politics and physical geography is constructed. (3) Physical education teachers are presently confronted with five geographical predicaments of emotional labor, including the "stigmatization" of the identity of physical education teachers by social culture causes them to fall into emotional loss; the moral image of teachers as "sages" in public opinion conflicts with the secular needs of physical education teachers; the insufficient development of care ethics in the professionalization process of physical education teachers leads to emotional estrangement between teachers and students; the emotional expression space of grassroots physical education teachers is squeezed by power in the process of curriculum reform; and the unclear interaction boundaries in the "home-school cooperation" of physical education trigger emotional isolation of teachers. (4) In response to the predicaments of emotional labor for physical education teachers, three breakthrough strategies are proposed from the social, organizational and individual levels, including "co-creating a respectful atmosphere for teachers and physical education", "consolidating organizational emotional bonds", and also "improving emotional regulation ability".
Keywords: school physical education；physical education teachers；emotional labor；emotional geography