教师社会情感能力评估研究述评  

A Review of Research on Assessing Teachers'Social-Emotional Competence

作　　者：黄爽[1] 翟鑫宇 王可意 HUANG Shuang;ZHAI Xinyu;WANG Keyi(Capital Normal University,Beijing 100048,China)

机构地区：[1]首都师范大学,北京100048

出　　处：《中国考试》2024年第3期63-71,共9页journal of China Examinations

基　　金：奕阳教育研究院2023年度青年学者研究资助项目“基于情境判断测验的幼儿园教师社会情感能力评估及应用研究”(SEI-QXZ-2023-27)。

摘　　要：教师社会情感能力是影响学校社会情感学习的关键因素,如何有效评估教师的社会情感能力是教师教育中的重要问题。通过对国内外有关教师社会情感能力评估的研究进行梳理分析发现,教师社会情感能力的评估模型主要以国外的概念框架和理论模型为基础,主要包括情绪智力模型、情绪调节模型和CASEL模型三大类别;评估工具可分为情绪智力的评估工具、社会情感能力的专门评估工具和组合的评估工具;评估方法可分为自我报告、表现测量和情境判断测验三种。未来应注重推动教师社会情感能力本土化评估模型的构建,加强情境判断测验的研究,拓展教师社会情感能力评估工具的应用研究。Teachers'social-emotional competence plays a crucial role in promoting social-emotional learning in schools,and the effective assessment of such competence is an important issue in teacher education.Through analyzing studies on the assessment of teachers'social-emotional competence both domestically and internationally,this paper shows that existing assessment models are primarily based on conceptual frameworks and theoretical models from abroad,including emotional intelligence,emotion regulation,and CASEL models.Assessment tools can be categorized into those for emotional intelligence,specialized tools for assessing social-emotional competence,and combined tools.Assessment methods can be divided into self-reporting,performance-based assessments,and situational judgment tests.Future research should focus on developing localized assessment models for teachers'social-emotional competence,strengthening research on situational judgment tests,and expanding the application of available assessment tools.

关 键 词：教师社会情感能力 社会情感学习 教师评估 教育评价改革 

分 类 号：G405[文化科学—教育学原理]