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教育数字化背景下的中学英语教师教学情感表达：机遇、挑战与提升路径

Teaching Emotional Expression of Secondary School English Teachers in the Context of Educational Digitalization: Opportunities, Challenges, and Pathways for Improvement

孔维艳, 阮开春, 黄春婷, 农燕菱

Education Study / 2026,8(4): 436-440 / 2026-05-06 14 7

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• Information:

  广西师范大学外国语学院，桂林

• Keywords:
  Teaching emotional expression; Educational digitalization; Secondary school English teachers
  教学情感表达; 教育数字化; 中学英语教师
• Abstract: Against the backdrop of educational digitalization, the emotional bond between teachers and students is an increasingly attenuated. In this context, how middle school English teachers express emotions in instruction has become a crucial pivot for balancing technological rationality with humanistic care. Employing a mixed‑methods design, this study first conducted a questionnaire survey with 332 secondary school English teachers in Guangxi, followed by in‑depth interviews with 9 purposively selected teachers, aiming to investigate the current state and influencing factors of their teaching‑related teaching emotional expression. Findings indicate that the overall teaching emotional expression of the participants is positively oriented. Regarding emotional regulation strategies, teachers predominantly rely on deep acting and natural acting, reflecting sound emotional literacy and regulatory competence. Factors affecting teachers’ teaching emotional expression encompass four dimensions: digital tools, teacher individuality, student individuality, and the interactive environment. The study explicates the underlying mechanisms from cognitive, ontological, and practical perspectives, and proposes three pathways for enhancement: optimizing the technological environment, advancing teacher literacy, and innovating interactive formats, with a view to fostering the integration of technology and humanism and cultivating a warm, digitally‑enabled English classroom. 在数字化背景下，师生情感联结面临弱化，中学英语教师的教学情感表达成为平衡技术理性应用与人文关怀落地的核心支点。本研究采用混合研究方法，首先对广西332名中学英语教师进行问卷调查，然后从中选取9位教师开展深度访谈，目的在于探究中学英语教师教学情感表达的现状及其影响因素。研究结果显示，受访教师的整体教学情感表达呈现积极向好的态势。教师在情感调节策略使用方面，主要依靠深层扮演与自然行为，展现出良好的情感素养和把控能力。影响教师教学情感表达的因素，包括数字化工具、教师个体、学生个体及互动环境四个方面。本研究从认识、本体与实践三重逻辑阐释其机制，并从优化技术环境、提升教师素养、创新互动形式三个维度提出改进路径，以推动技术与人文融合，构建有温度的数字化英语课堂。
• DOI: 10.35534/es.0804078 (registering DOI)
• Cite: 孔维艳，阮开春，黄春婷，等．教育数字化背景下的中学英语教师教学情感表达：机遇、挑战与提升路径［J］．教育研讨，2026，8（4）：436-440．