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教师社会情感能力是关系学生发展及教师专业发展的重要因素。在教师教育课程中设置专门的社会情感学习课程是提升教师社会情感能力的重要途径。从我国教师教育的现实出发，借鉴国外教师教育课程中设置社会情感学习课程的经验，社会情感学习课程目标应指向教师社会情感能力发展；课程内容组织应以教师际遇的社会情感问题为核心；课程实施应凸显社会情感学习的体验性、行动性、探究性；课程评价应基于职前教师解决社会情感问题的表现。为保证社会情感学习课程的落地与实施，国家需要为职前教师社会情感学习课程提供政策支持，高校课程规划应为社会情感学习课程预留空间，基础教育机构应为职前教师社会情感能力发展搭建平台。
Abstract：The social and emotional competence of teachers is an important factor in the development of students and the professional growth of teachers. The establishment of dedicated courses on social and emotional learning within teacher education programs is a vital pathway to enhancing teachers' social and emotional competence. Drawing from the reality of teacher education in our country and learning from the experiences of foreign teacher education programs that incorporate courses on social and emotional learning, the obejectives of such sources should be directed toward the development of teachers' social and emotional competence; The content of the courses should revolve around the core organization of social and emotional issues encountered by teachers; Implementation should highlight the experiential, actionable, and exploratory aspects of social and emotional learning; Evaluation of the courses should be based on the performance of pre-service teachers in resolving social and emotional issues. To ensure the effective implementation of social and emotional learning courses, the country needs to provide policy support for pre-service teachers' courses on social and emotional learning. University curriculum planning should reserve space for social and emotional learning courses, and basic education institutions should create platforms for the development of pre-service teachers' social and emotional competence.
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(1)在詹宁斯建构的“亲社会课堂模型”中,有效地实施社会情感学习课程是构建亲社会课堂的一个重要内容。参见:Jennings,P.A.& Greenberg,M.T.The Prosocial Classroom:Teacher Social and Emotional Competence in Relation to student and Classroom Outcomes [J].Review of Educational Research,2009(1):491-525。与此同时,美国许多州采用多样化的教师发展项目来帮助教师更好地实施社会情感学习标准。参见:沈伟,陈莞月.美国伊利诺伊州儿童社会情感学习标准的落实——基于霍尼格政策实施理论的分析[J].学前教育研究,2021(3):15—25。因此,我们认为教师社会情感教育能力是教师社会情感能力发展的一项重要内容。
基本信息:
中图分类号:G652.3
引用信息:
[1]张静静.教师教育课程中社会情感学习课程的构建与实施[J].全球教育展望,2023,52(12):70-82.
基金信息:
2020年度教育部人文社会科学研究青年基金项目“农村学前教育公共服务体系构建的国际比较研究”(项目编号：20YJC880121); 浙江外国语学院2023年度第五期博达科研提升专项计划青年基金重点项目(项目编号：2023QNZD2)的研究成果
2023-06-17
2023
2023-08-28
2023-10-05
2023
1
2023-12-10
2023-12-10