| With the consensus of the international community on the sustainable development of students,the international academic community has begun to pay attention to the cultivation of students’ social emotional competence,which is the quality and skills that support our effective life and study,and is of great significance to the realization of the goal of comprehensive development of school education.However,most students in rural junior high schools are left-behind children and family education is often absent.In such a realistic situation,teachers,as the important others with educational significance who get along with students in rural junior high schools for a long time,have a direct impact on the formation and development of students’ social emotional competence through the way and content they support students in the process of teaching and life.Although the issue of the development of students’ social emotional competence in rural areas has attracted the attention and exploration of many people with insight,most of the related researches are the investigation and description of the current situation of students’ social emotional competence,and there are few researches on how to promote the development of social emotional competence of rural junior high school students through the teacher support system.Therefore,it is of positive practical significance to build a teacher support system to promote the development of rural junior high school students’ social and emotional abilities.This study based on the social support theory,symbiosis theory and the theory of social construction,using literature research,investigation research method,the countryside junior middle school students with teachers’ support for the theme of social emotion competence’s development investigation and study,about the present situation of the countryside junior middle school students social emotion competence,the countryside junior middle school students’ social emotional competence development of teachers to support the status quo,the countryside junior middle school students’ social emotional competence development of teachers and the support and the countryside junior middle school students’ social emotional development of teachers’ building to support system.In order to promote the development of social emotional competence of rural junior middle school students in education and teaching,it is of great significance to promote the healthy growth of rural junior middle school students and the realization of sustainable development.This study is mainly divided into the following four parts:The first part: the rural junior high school students social emotional competence of the teachers support the basic theory interpretation.Firstly,this research is based on the collation and analysis of relevant research data on social affectivecompetence and teacher support,and the theoretical structure of social affective competence and teacher support is sorted out.Secondly,based on social support theory,symbiosis theory and social construction theory,this study provides theoretical guidance for the construction of teacher support system.The second part: the analysis of the current situation of teachers’ support for the social emotional competence of rural junior middle school students.Based on the method of investigation and research,descriptive statistics,correlation analysis,regression analysis and other analysis methods are used to analyze the status quo of teachers’ support for the development of social emotional competence of rural junior middle school students.The main characteristics of the present situation are as follows: firstly,in terms of the social emotional competence of rural junior high school students,self-cognition and management are lower in self-knowledge,self-esteem,enterprise,labor saving and tenacity;Lack of empathy and conflict resolution ability in other people’s cognition and management;Lack of leadership in collective cognition and management;The level of social emotional competence of grade 8 students is lower,the level of social emotional competence of girls is higher than that of boys,and the social emotional competence of class cadre students is better than that of students without class cadre.Second,in the countryside junior middle school teachers to support the student’s competence of social emotion,self-awareness and management support to students self-knowledge,respect,adjustment competence and aggressive support dynamics is insufficient,cognitive and management support to students in empathy,conflict resolution,and properly handle the relationship of support is lacking,collective awareness and management support is lacking.There are differences between students’ perception of teacher support in terms of class cadre and grade,and there are differences between students and teachers’ perception of teacher support.After clarifying the status quo of social emotional competence and teacher support of rural junior high school students,the correlation analysis and regression analysis of social emotional competence and teacher support were carried out.The research results prove that there is a significant positive correlation between social emotional competence and teacher support,and teacher support has a significant predictive effect on social emotional competence.The third part: the rural junior high school students social emotional competence development of the teacher support dilemma.Based on the status quo of social emotional competence,the status quo of teacher support and the impact of teacher support on social emotional competence,this study attempts to analyze the teacher support dilemma of the development of social emotional competence of rural junior middle school students.Study foundthat the teacher support dilemma is as follows: the students social emotional status quo has a multidimensional complexity,the teacher to the students’ awareness of self and others and lack of management support,develop students social emotional energy shortage and ability is not strong,the teachers support continuity,fairness is insufficient,teaching field did not give full play to the function,between teachers and students lack of care.The fourth part: the construction of teacher support system for the development of social emotional competence of rural junior middle school students.This study firstly takes the teacher support dilemma of the development of rural junior high school students’ social emotional competence as the practical entry point,and forms the construction idea of teacher support system based on the social support theory,symbiosis theory and social construction theory: To the countryside junior middle school students’ social emotional competence for teachers to support the development of teachers’ support of system to build the realistic background,with teachers to support the source,the countryside junior middle school students with social emotion competence to support object,in different education carrier coordination to promote students’ social emotional development path reference for system build,good relationship between teachers and students as the support,trying to build the countryside junior middle school students’ social emotional development system of teachers’ support.Secondly,based on the idea of system construction,the framework design of "four-element synchronous symbiosis" teacher support system is proposed,and the structure and characteristics of the teacher support system are analyzed.Finally,the paper explains the operating mechanism of the teacher support system for the development of rural junior middle school students’ social emotional competence. |
