摘要
教师情绪能力是教师在教学生活中识别、理解、表达和管理自己及他人情绪,并利用情绪促进工作与生活的能力。教师情绪能力对教师的个人幸福和职业发展、学生成长和教育教学活动的开展均有重要意义。社会情绪学习、积极心理学、正念和工作记忆训练等手段是提升教师情绪能力的有效方式。在"全面深化新时代教师队伍建设改革"的时代要求下,教师教育应当借鉴社会情绪学习、积极心理学和认知神经科学的成果,汲取中华文化的精华,基于我国教师特点,开发简洁高效的情绪能力培育方案,切实提升教师的情绪能力。
Teacher’s emotional competence refers to teachers’ ability to identify, understand, express, and manage their own and other people’s emotions in teaching practice and the ability to utilize emotions to promote work and life. Teacher’s emotional competence is of great significance to teachers’ personal happiness and professional development, students’ growth, and teaching activities. Social emotional learning, positive psychology, mindfulness, and working memory training are effective ways to improve teachers’ emotional competence. Under the requirements of "comprehensively deepening reform of teacher team construction in new era", teacher education should develop plain and effective training programs on the basis of Chinese teachers’ characteristics so as to promote teachers’ emotional competency by taking the advantages of social emotional learning, positive psychology, cognitive neuroscience, and the cream of Chinese culture.
作者
陈煦海
张蓓
CHEN Xu-hai;ZHANG Bei(School of Psychology, Shaanxi Normal University, Xi'an 710062, Shaanxi)
出处
《当代教师教育》
2019年第1期58-65,共8页
Contemporary Teacher Education
关键词
教师
情绪能力
培育路径
队伍建设
teacher
emotional competency
cultivation approach
teacher team construction
