国际视野下职前教师社会情感能力框架与培养策略研究  

The Framework and Cultivation Strategy of Pre-service Teachers'Social and Emotional Competence from an International Perspective

作　　者：张佳伟[1] 陆婧炎 ZHANG Jiawei;LU Jingyan(School of Education,Soochow University,Suzhou,Jiangsu,215123,China)

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《教师教育研究》2023年第4期122-128,共7页Teacher Education Research

基　　金：2021年度江苏省社会科学基金项目(21JYB019);江苏省教育科学“十四五”规划专项课题(JJZL/2021/01)。

摘　　要：教师社会情感能力不仅直接影响学生社会情感能力,且有利于教师自身专业发展。职前阶段对于教师社会情感能力的培养起着重要作用。通过对国际文献进行梳理,职前教师社会情感能力框架有亲社会课堂模型、社会情感文化锚定框架以及教师茁壮成长框架。职前教师社会情感能力的提升可以从课程教学、质量保障以及政策支持三方面进行策略总结。Teachers'social emotional competence(SEC)not only directly affects students'SEC,but also contributes to teachers'professional development.The pre-service stage plays an important role in the cultivation of teachers'SEC.Through the review of international literature,the framework of pre-service teachers'SEC includes"The Prosocial Classroom Model""Social,Emotional,and Cultural Anchor Competencies Framework"and"The Framework for Cultivating Teacher Thriving".The promotion of pre-service teachers'SEC can be summarized from three aspects:curriculum and teaching,quality assurance and policy support.

关 键 词：职前教师 社会情感能力 培养策略 

分 类 号：C650[社会学]