摘要
本文运用问卷调查法,以初中学生作为研究对象,通过调查来了解具有代表性的3所学校的教师领导行为、师生关系以及学生社会情感能力发展的现状,以及不同的教师领导行为对师生关系以及学生社会情感能力发展可能产生的影响,为教师行为的改进提供依据。研究发现,教师对自身领导角色的认识普遍不清晰,容易表现出较强的控制行为;在师生关系上,教师给予学生的学习支持较多、情感支持较少;学生存在缺乏应对消极情绪、体会他人情绪的能力,以及缺乏对自我做出客观评价的能力等问题。研究发现,民主型领导行为和支持性师生关系能够促进学生社会情感能力的发展。民主行为模式下师生之间的关系更为融洽与平等,教师在行为上表现出更多的理解和支持,使学生能够感知到人际主体的关怀,进而表现出较为积极的社交行为,还能促进学生社会情感能力各方面的发展。
By means of questionnaire survey method,with junior middle school students as the research objects,this paper sheds light on the current situations of teacher leadership behaviors and teacher-student relationship and the development status of junior middle school students’social-emotional competence in three representative schools,as well as the possible impacts of different teacher leadership behaviors on teacherstudent relationship and the development of students’social-emotional competence,with an aim as to provide a basis for the improvement of teacher behaviors.According to the research findings,teachers generally fail to understand their own leadership role,and they tend to exert rigid controlling behaviors.As far as teacher-student relationship is concerned,teachers give students more learning support and less emotional support.Students have no ability to cope with negative emotions,sense the emotions of others and evaluate themselves objectively.It is also found that democratic leadership behavior and supportive teacher-student relationship are expected to promote the development of students’social-emotional competence.Under democratic behavior mode,more harmonious and equal relationship prevails between teachers and students,teachers demonstrate more understandings and supports behaviorally,and students can perceive the concerns from interpersonal subjects.In this way,students are motivated to show more positive social behaviors,while the development of students’social-emotional competence gains ground in all aspects.
作者
叶颖
Ye Ying(School of Education,Shanghai Normal University)
关键词
教师领导行为
师生关系
社会情感能力
teacher leadership behaviors
teacher-student relationship
social-emotional competence
