【作者】 王倩；

【导师】 黄忠敬；

【作者基本信息】 华东师范大学 ， 教育政策学， 2024， 博士

【摘要】 随着中国特色社会主义发展迈入新的时代,关注社会成员的自我完善与自我实现具有极为重要的现实意义,在此过程中,社会与情感能力发展日渐成为个体完善自身、实现自我价值的内在动力。不仅如此,社会与情感能力还能够为谋求个人幸福生活,追求人生福祉提供基奠。新时代的教育生态呼唤拥有强大精神内核、高水平社会与情感能力,能及时向学生提供情感支持与指导的教师。对于教师社会与情感能力的关注贯穿于教师教育的各个阶段,在职前阶段开展面向师范生社会与情感能力的培养尤为关键。本研究围绕“如何培养师范生的社会与情感能力”这一核心问题,构建师范生社会与情感能力培养研究的二维分析框架,运用内容分析法、访谈法和问卷法相结合的研究方法,探讨四个子研究问题,即师范生社会与情感能力培养是为了实现什么样的培养目标?师范大学为实现师范生社会与情感能力培养目标设置了哪些内容?师范大学在师范生社会与情感能力培养方面形成了怎样的培养路径?当前我国师范大学在师范生社会与情感能力方面的培养成效如何?经过系统的研究过程,本研究得到的主要结论如下:师范教育政策追寻“育己者”与“育人者”的培养目标理想。师范教育政策文本中面向师范生社会与情感能力的培养主要设置了包括教师职业社会与情感能力、社会与情感教育能力、社会与情感学习环境创设能力三个维度在内的培养目标。其中,教师职业社会与情感能力指向培养师范生自身成为“育己者”,社会与情感教育能力、社会与情感学习环境创设能力指向培养师范生未来成为“育人者”,这体现了面向师范生社会与情感能力的培养目标的“育己”与“育人”的价值取向偏好,但政策目标设置的循证支持不充分,导致不同维度的培养目标在政策注意力中的分配结构失衡。师范大学面向师范生社会与情感能力的培养内容尝试基于“开放”与“交融”的实践取向。“开放”体现为师范大学以开放并包的姿态接纳灵活多样的课程设置培养师范生的社会与情感能力,“交融”体现为师范大学以理论与实践交融的模式将面向师范生社会与情感能力发展的实践课程穿插其中。尽管试图遵循实践取向,培养内容依旧存在存在单调性、欠缺针对性与体验性的局限。师范大学基于化识成智的“交互式”育人情境以驱动师范生社会与情感能力培养路径。师范大学在微观层面的课堂教学路径、中观层面的校园文化路径以及宏观层面的协同育人路径中推进师范生与外界情境的交互作用,从而提升师范生的社会与情感能力。课堂教学路径主要通过案例化教学、合作教学法以及信息化教学作为培养师范生社会与情感能力的重要方式,但是存在明显的形式化问题;校园文化路径通过制度建构和活动组织培育师范生社会与情感能力,但是系统性不足;协同育人路径通过师资协同、实践协同和平台协同促进师范生社会与情感能力发展,却在具体行动中存在严重局限性。师范生社会与情感能力培养成效呈现出不均衡和差异化特征。就不均衡性而言,一方面,师范生对社会与情感能力的认知存在不均衡性,师范生关于社会与情感能力的认知向教师职业社会与情感能力严重倾斜,关于社会与情感教育能力、社会与情感学习环境创设能力的认知几乎处于认知边缘地位。另一方面,师范生社会与情感能力的发展水平存在不均衡性,师范生自我意识发展程度较好,更擅长培养学生社会互动,具备更强的课堂环境创设能力,而在其他能力维度的发展存在不足。就差异化而言,师范生社会与情感能力各个维度的发展情况在性别、年级、学校以及专业这四个方面都存在不同程度的发展差异。基于研究结论,从顶层设计、内容组织以及行动推进三个层面提出了面向未来师范生社会与情感能力培养的建议。本研究整体上在研究视角、理论框架与研究内容三个方面具有一定的创新性,为后续师范生社会与情感能力培养的研究与实践行动提供启示与借鉴。更多还原

【Abstract】 With the development of socialism with Chinese characteristics entering a new era,paying attention to the self-improvement and self realization of social members has extremely important practical significance.In this process,the development of social and emotional competence has gradually become the internal driving force for individuals to improve themselves and realize their self-worth.Not only that,social and emotional competence can also provide a foundation for seeking personal happiness and pursuing personal well-being.The education ecology of the new era calls for teachers with strong spiritual cores,high-level social and emotional competence,and the ability to provide emotional support and guidance to students in a timely manner.The focus on the social and emotional competence of teachers runs through various stages of teacher education,and it is particularly crucial to cultivate the social and emotional abilities of teacher trainees in the pre employment stage.This study focuses on the core issue of“how to cultivate the social and emotional competence of normal university students”,constructs a two-dimensional analytical framework for the research on the cultivation of social and emotional competence of normal university students,and uses a combination of content analysis,interview,and questionnaire methods to explore four sub research questions,namely,what kind of cultivation goals is the cultivation of social and emotional competence of normal university students aimed at?What content has Normal University set up to achieve the goal of cultivating social and emotional competence of normal students?What kind of training path has normal universities formed in cultivating the social and emotional competence of normal students?How effective is the current cultivation of social and emotional competence among normal university students in China?After a systematic research process,the main conclusions obtained from the paper are as follows:The policy of teacher education pursues the ideal goal of cultivating“self educator”and“achievers of others”.In the policy text of teacher education,the cultivation of social and emotional competence for teacher trainees mainly includes three dimensions:teacher’s professional social and emotional competence,social and emotional education competence,and social and emotional learning environment creation competence.Among them,the professional social and emotional competence of teachers aim to cultivate normal students to become“self educator”,while the social and emotional education competence,as well as the ability to create social and emotional learning environments,aim to cultivate normal students to become capable“achievers of others”in the future.This reflects the value orientation preferences of“self educator”and“achievers of others”towards the social and emotional competence of normal students.However,the evidence-based support for policy goal setting is insufficient,leading to an imbalance in the distribution structure of different dimensions of training goals in policy attention.Normal universities attempt to cultivate the social and emotional competence of normal students based on a practical orientation of“openness”and“integration”.“Openness”is reflected in normal universities accepting flexible and diverse curriculum settings in an open and inclusive manner to cultivate the social and emotional competence of normal students.“Integration”is reflected in normal universities interweaving practical courses aimed at the development of social and emotional competence of normal students in a model of integrating theory and practice.Despite attempting to follow a practical orientation,the training content still has limitations such as monotony,lack of targeted and experiential approaches.Normal university is based on an interactive educational context of transforming knowledge into intelligence to drive the path of cultivating social and emotional competence among normal students.Normal universities promote the interaction between normal students and the external environment in the micro level classroom teaching path,the meso level campus culture path,and the macro level collaborative education path,thereby enhancing the social and emotional competence of normal students.The classroom teaching path mainly adopts case-based teaching,cooperative teaching method,and information-based teaching as important ways to cultivate the social and emotional competence of teacher trainees,but there are obvious formal problems;The campus cultural path cultivates the social and emotional competence of teacher trainees through institutional construction and activity organization,but lacks systematicity;The collaborative education path promotes the development of social and emotional competence of teacher trainees through teacher collaboration,practical collaboration,and platform collaboration,but there are serious limitations in specific actions.The effectiveness of cultivating social and emotional competence among normal university students shows uneven and differentiated characteristics.In terms of imbalance,on the one hand,there is an imbalance in the cognitive competence of normal students towards social and emotional competence.The cognitive competence of normal students towards social and emotional competence are severely skewed towards the professional social and emotional competence of teachers,and their cognitive competence towards social and emotional education,social and emotional learning environment creation,are almost on the cognitive edge.On the other hand,there is an imbalance in the development level of social and emotional competence among normal university students.Normal university students have a better level of self-awareness development,are better at cultivating social interaction among students,and have stronger classroom environment creation competence.However,there are shortcomings in the development of other ability dimensions.In terms of differentiation,there are varying degrees of developmental differences in the social and emotional competence of normal university students in terms of gender,grade,school,and major.Based on the research conclusions,suggestions for cultivating the social and emotional competence of future teacher trainees are proposed from three levels:top-level design,content organization,and action promotion.This study has a certain degree of innovation in terms of research perspective,theoretical framework,and research content,providing inspiration and reference for subsequent research and practical actions on the cultivation of social and emotional competence of normal students.更多还原