制度安排、互动式课堂实践与教师社会情感行为——基于SSES中国数据的考察  

Institutional Arrangements,Interactive Classroom Practices and Teachers'Social and Emotional Behavior——An Investigation Based on SSES China Data

作　　者：毕妍 何菲 彭雄良 王革 BI Yan;HE Fei;PENG Xiongliang;WANG Ge

机构地区：[1]天津工业大学经济与管理学院,天津300387 [2]浙江外国语学院教育学院,杭州310023 [3]中国人民大学劳动人事学院,北京100872

出　　处：《天津师范大学学报（社会科学版）》2024年第1期106-114,共9页Journal of Tianjin Normal University(Social Science)

基　　金：2022年度天津市哲学社会科学规划研究项目(TJJX22-001)阶段性成果。

摘　　要：教师社会情感行为是教师在日常教育教学工作中表现出的引导、激发、关怀和道德示范行为,是教师育人智慧的体现。通过分析OECD社会情感能力国际调查(SSES)苏州122所学校3587名教师的调查数据,揭示了制度安排、互动式课堂实践与教师社会情感行为的内在关系。未来需要从制度安排、教师学习、评估体系优化等方面为教师社会情感行为的培育提供制度和组织支持。Teachers'social and emotional behavior refers to the guidance,inspiration,care,and moral modeling demonstrated by educators in their daily teaching activities.It reflects the profound wisdom of teachers in fostering students.Through the analysis of survey data from 3,587 teachers across 122 schools in Suzhou,China,as part of the OECD International Survey on Social and Emotional Skills(SSES),this study unveils the intrinsic connections between institutional arrangements,interactive classroom practices,and teachers'social and emotional behavior.Moving forward,it is crucial to furnish institutional and organizational support for the development of teachers'social and emotional behavior,addressing areas such as institutional arrangements,teacher learning,and the optimization of evaluation systems.

关 键 词：教师社会情感行为 规约性制度 支持性制度 社会情感能力国际调查 

分 类 号：G650[文化科学—教育学]