教师社会情感能力提升的国际经验、问题及其启示
International Experiences, Issues and Implications of Teachers’ Social-Emotional Competence Enhancement
  
DOI:
中文关键词:  在职教师;社会情感能力;社会情感学习
英文关键词:in-service teachers, social-emotional competence, social-emotional learning
基金项目:本文系教育部人文社会科学研究青年项目基金“改革开放以来区域基础教育治理中地方政府行为逻辑研究”(项目编号:21YJC880093)的阶段性研究成果。
作者单位
张猛猛 上海师范大学 
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中文摘要:
      教师作为学生社会情感发展项目的首要实施者,其个体社会情感能力水平、实施社会情感学习项目的信念和态度直接影响学生的社会情感能力发展和教师个人的幸福感。一些国家和地区开始将社会情感能力整合到在职教师培训中,以提升教师的情绪调节能力、人际关系处理能力和社会情感教学技能。但同时,相关培训也存在政府角色缺位、系统性支持缺失等问题。结合国际研究成果与实践经验,基于中国的研究进展,未来应从战略高度重视教师社会情感能力对教师队伍建设的意义与价值,将社会情感学习纳入教师培训议程,开展本土化实证性研究,为教师社会情感能力发展提供专业化支撑体系。
英文摘要:
      Teachers are the primary implementers of social-emotional development programs for students, their individual levels of social-emotional competence and their beliefs and attitudes of implementing social-emotional learning programs directly affect the development of students’ social-emotional competence and the individual well-being of teachers themselves. Some countries and regions have begun to integrate social-emotional competencies into in-service teacher training to enhance their emotional regulation, interpersonal skills, and social-emotional teaching skills. Meanwhile, there also exist such problems in related training as a lack of governmental participation and systematic support. In the light of international research results and practical experiences and based on the development of research in China, the significance and value of teachers’ social-emotional competence for teacher development should be strategically emphasized in the future. Social-emotional learning should be incorporated into the teacher training agenda, and localized empirical research should be conducted to provide a professional support system for teachers’ social-emotional competence development.
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