职前教师社会情感能力的现状及影响因素——基于我国45所高校8483名职前教师的调查

Current Situation and Influencing Factors of Social-emotional Competence of Pre-service Teachers-Based on a Survey of 8483 Pre-service Teachers from 45 Universities in China

职前教师社会情感能力是关涉职前教师全面发展、应对未来工作复杂挑战、维持职业幸福感以及培育学生社会情感能力的关键能力,它对回应全球教师教育新重点、落实党和国家关于“建设高素质教师队伍”“促进人的全面发展”等政策要求至关重要。调查我国45所高校的8483名职前教师发现:我国职前教师社会情感能力总体水平中等偏上,但能力结构失衡、专业关系建设力较弱,尤其是他人意识较弱;群体差异明显,从教意愿低、性格内向、社会实践经历欠缺、家庭氛围冷淡、学前和小学教育专业、专业综合成绩低(班级后20%)、教育实践天数短(30天及以下)的职前教师社会情感能力相对较低。从教意愿、性格倾向、家庭情感氛围、教育实践天数均正向影响职前教师社会情感能力,但前三者影响效应更大。为促进职前教师社会情感能力发展,建议健全教师教育政策法规和制度标准、建设教师社会情感能力培育课程、为职前教师提供“情感-实践-专业”三重支持。

The social-emotional ability of pre-service teachers is a key ability related to the comprehensive development of pre-service teachers,coping with complex challenges in future work,maintaining professional happiness,and cultivating students’social emotional ability.It is crucial for responding to the new global focus of teacher education and implementing the policy requirements of the Party and the state on“building a high-quality teacher team”and“promoting comprehensive human development”.A survey of 8483 pre-service teachers from 45 universities in China found that the overall level of social and emotional abilities of pre-service teachers in China is above average,but their ability structure is imbalanced,their professional relationship building ability is weak,and their awareness of others is particularly weak;There are significant group differences,with pre-service teachers having lower willingness to teach,introverted personality,lack of social practice experience,cold family atmosphere,low comprehensive scores in preschool and primary education majors(20%below the class level),and shorter educational practice days(30 days or less)having relatively lower social and emotional abilities.The willingness to teach,personality traits,family emotional atmosphere,and educational practice days all have a positive impact on the social emotional ability of pre-service teachers,but the first three have a greater impact.To promote the development of pre-service teachers’social and emotional abilities,it is recommended to improve teacher education policies,regulations,and institutional standards,establish teacher social and emotional ability training courses,and provide“emotional practice professional”triple support for pre-service teachers.