【摘要】 教师是影响社会情感学习课程实施的重要因素。此研究以美国儿童委员会开发的“第二步”课程在上海幼儿园的实施为背景，从知、情、意、行四个维度探索中国幼儿教师何以有效实施社会情感学习课程。研究运用NVivo12深入分析10位教师后发现，教师社会情感能力的提升与其对社会情感学习知识的转换相关；教师对社会情感学习的意义认知折射出教师的社会情感学习知识状态，也作用于教师的日常实践；教师在社会情感学习方面达成知、情、意的融合，方可实现寓理于情的教育。要提升社会情感学习课程的实施效果，可从以下方面入手：提高幼儿教师的文化敏感性，探索我国文化背景下的社会情感学习；形成社会情感学习实践共同体，促进教师个人知识与权威知识的对话；为教师实施寓理于情的教育提供针对性的支持。更多还原

【Abstract】 Teacher play a key role in the curricular implementation of social-emotional learning. The study is set in the implementation of “Second Step Program” of Committee for Children in Shanghai kindergartens, exploring how teachers implemented SEL curriculum effectively in the four dimensions of knowledge, skills, attitude and action. Using NVivo12 to conduct in-depth analysis of 10 cases, the following conclusions has been drawn out: the improvement of teachers’ social-emotional competence is related to the transformation of teachers’ SEL knowledge; teachers’ cognition of the value of SEL reflects the state of their knowledge about SEL, and also affects teachers’ daily practice; situating social-emotional learning in academic learning can be achieved with the combination of teachers’ cognition, emotion and belief towards SEL. Accordingly, the following suggestions are put forward: firstly, increasing teachers’ culture sensitivity and exploring SEL with Chinese culture background; secondly, establishing SEL practice community and promoting the dialogue between teachers’ personal knowledge and professional knowledge; and finally, providing targeted support to teachers’ practice in situating social-emotional learning in academic learning.更多还原