教师社会情感能力不仅直接影响学生社会情感能力,而且有利于教师自身专业的发展。支持系统的构建对于教师社会情感能力的发展起着重要的作用。本文从自我决定理论视角出发,对教师社会情感能力发展的支持系统构建进行研究,结果表明:小学...教师社会情感能力不仅直接影响学生社会情感能力,而且有利于教师自身专业的发展。支持系统的构建对于教师社会情感能力的发展起着重要的作用。本文从自我决定理论视角出发,对教师社会情感能力发展的支持系统构建进行研究,结果表明:小学教师社会情感能力的发展需要三方面心理需求的满足,并且它们受外部环境的制约。因此,需要从不同层面构建支持系统来助力小学教师社会情感能力的发展,即宏观系统层面的政策支持、提供培训机会、专门项目的开发,提供专业发展机会;中观系统层面加强学校与教师家庭的联合,提升社会情感学习的意愿感;微观系统层面的学校氛围建设、校长领导风格转变,增强教师的归属感。Teachers’ social-emotional competence not only directly affects students’ social-emotional competence, but also contributes to teachers’ own professional development. The construction of support system plays an important role in the development of teachers’ social-emotional competence. From the perspective of self-determination theory, this paper studies the construction of support system for teachers’ social-emotional competence development, and the results show that the development of elementary school teachers’ social-emotional competence requires the satisfaction of three psychological needs, and they are subject to the constraints of the external environment. Therefore, support systems need to be constructed at different levels to assist the development of elementary teachers’ social-emotional competence, i.e., policy support at the macro-system level, provision of training opportunities, and development of specialized programs to provide opportunities for professional development;strengthening of the union between the school and the teacher’s family at the meso-system level to enhance the sense of willingness to engage in social-emotional learning;and construction of the school climate and change in the leadership style of the school principal at the micro-system level to enhance the teachers’ sense of belonging.展开更多
文摘教师社会情感能力不仅直接影响学生社会情感能力,而且有利于教师自身专业的发展。支持系统的构建对于教师社会情感能力的发展起着重要的作用。本文从自我决定理论视角出发,对教师社会情感能力发展的支持系统构建进行研究,结果表明:小学教师社会情感能力的发展需要三方面心理需求的满足,并且它们受外部环境的制约。因此,需要从不同层面构建支持系统来助力小学教师社会情感能力的发展,即宏观系统层面的政策支持、提供培训机会、专门项目的开发,提供专业发展机会;中观系统层面加强学校与教师家庭的联合,提升社会情感学习的意愿感;微观系统层面的学校氛围建设、校长领导风格转变,增强教师的归属感。Teachers’ social-emotional competence not only directly affects students’ social-emotional competence, but also contributes to teachers’ own professional development. The construction of support system plays an important role in the development of teachers’ social-emotional competence. From the perspective of self-determination theory, this paper studies the construction of support system for teachers’ social-emotional competence development, and the results show that the development of elementary school teachers’ social-emotional competence requires the satisfaction of three psychological needs, and they are subject to the constraints of the external environment. Therefore, support systems need to be constructed at different levels to assist the development of elementary teachers’ social-emotional competence, i.e., policy support at the macro-system level, provision of training opportunities, and development of specialized programs to provide opportunities for professional development;strengthening of the union between the school and the teacher’s family at the meso-system level to enhance the sense of willingness to engage in social-emotional learning;and construction of the school climate and change in the leadership style of the school principal at the micro-system level to enhance the teachers’ sense of belonging.
