【摘要】 教育改革极大地改变了教师的角色，在人际互动领域对教师提出了更高的要求。在新时期背景下，讨论教师的心理健康问题，应抛弃原有的病理的、固定的和治疗化的心理健康医学观，转而发展心理健康能力观，即通过提升教师社会-情感能力来提升教师的心理健康水平。本文针对我国当前教师社会-情感能力相关理论不足的现状，提出了三因素六功能模型，包括教师的自我觉察与反思能力、情绪识别与调节能力以及关系觉知与沟通能力；对教师的社会-情感能力自评量表和情景判断测验进行了综合，并从反思个人成长史、培养共情能力以及练习情绪调节方法和沟通技巧等层面论述提高教师社会-情感能力的方法。更多还原

【Abstract】 Educational reform has dramatically changed teachers’ roles and placed higher demands on them in interpersonal interaction. In the current period, the discussion of teachers’ mental health should abandon the original pathological, fixed and therapeutic medical view of mental health and instead develop a competence-based view of mental health, that is, enhancing teachers’ mental health through improving their social-emotional competence. This article addresses the current lack of theory related to teachers’ social-emotional competence in China. It proposes a three-factor, six-function model, including teachers’ self-awareness and reflection, emotion recognition and regulation, relationship awareness and communication skills. Besides, assessments of teachers’ social-emotional competence are reviewed in this article, including self-assessment scales and situational judgment tests. At the end of the article, suggestions for improving teachers’ social-emotional competence are discussed from the aspects of reflecting on personal growth history,cultivating empathy ability, and practising emotion regulation methods and communication skills.更多还原