“强师计划”背景下职前教师社会情感能力对学习力的影响——以J大学师范生为例

The Influence of Social and Emotional Abilities of Pre-Service Teachers on Learning Ability under the Background of the “Strong Teacher Program”—Taking the Normal Students of University J as an Example

摘要: 在“强师计划”深化教师队伍建设的背景下，职前教师的社会情感能力培养成为提升教育质量的关键维度。本研究以江苏J大学师范生为对象，通过量化分析，探究社会情感能力与学习力的关系。结果显示，师范生的社会情感能力与学习力均处于较高水平，两者呈显著正相关，其中自我关系能力与自我调整的相关程度最高，集体关系能力与人际学习的相关程度最高；社会情感能力对学习力起预测作用，自我关系能力对学习力各维度均起到显著预测作用。研究表明，提升职前教师的社会情感能力可有效促进其学习力发展，为师范教育课程改革提供理论依据，同时呼应“强师计划”对教师专业素养与人文关怀的双重要求，打造高质量中小学教师队伍。

Abstract: Against the backdrop of the “Strong Teacher Program” deepening the construction of the teaching staff, the cultivation of social and emotional abilities of pre-service teachers has become a key dimension for improving the quality of education. This study takes the normal students of J University in Jiangsu Province as the object and explores the relationship between social and emotional ability and learning ability through quantitative analysis. The results show that the social-emotional ability and learning ability of normal students are both at a relatively high level, and there is a significant positive correlation between the two. Among them, the correlation degree between self-relationship ability and self-adjustment is the highest, and the correlation degree between collective relationship ability and interpersonal learning is the highest. Social and emotional ability plays a predictive role in learning ability, and self-relationship ability plays a significant predictive role in all dimensions of learning ability. Research shows that enhancing the social and emotional abilities of pre-service teachers can effectively promote the development of their learning ability, providing a theoretical basis for the curriculum reform of normal education. At the same time, it responds to the dual requirements of the “Strong Teacher Program” for teachers’ professional quality and humanistic care, and builds a high-quality team of primary and secondary school teachers.