乡村幼儿园教师社会情感线上正念干预方案设计及其实施效果

社会情感能力对促进乡村幼儿园教师个体专业成长及儿童社会情感发展的重要性日渐凸显。本研究招募82名乡村幼儿园教师为研究对象，对其中干预组（N=40）实施为期六周的线上正念干预课程，并通过混合研究方法考察干预效果。量化分析结果表明，乡村幼儿园教师社会情感能力和职业倦怠的测试时间与组别交互作用显著。线上正念干预课程显著提高了干预组幼儿园教师社会情感能力，并且职业倦怠水平显著下降。此外，质性研究结果进一步支持了正念干预能够有效促进乡村幼儿园教师自我认知、情绪管理、理解与共情以及负责任地决策等方面的发展。本研究证实基于正念的线上课程是培育乡村幼儿园教师社会情感能力和减缓职业倦怠经济而有效的重要途径。因此可借助“互联网+教育”模式，为乡村幼儿园教师提供线上心理健康培育资源和教练指导；合理设计线上正念干预课程内容及实施过程，以促进其社会情感能力发展。

Design and Implementation Effect of Online Mindfulness Intervention Scheme for Rural Kindergarten Teachers Social and Emotion

The importance of social and emotional competence in promoting the individual professional growth of rural kindergarten teachers and the social emotional development of children is becoming increasingly prominent. In this study， 82 rural kindergarten teachers were recruited as research objects， and the intervention group （N=40） was given a 6-week online mindfulness intervention course， and the intervention effect was examined by mixed research methods. The results of quantitative analysis show that the interaction between the test time and group of social emotional competence and job burnout of rural kindergarten teachers is significant. The online mindfulness intervention course significantly improved the social emotional competence of kindergarten teachers in the intervention group， and the level of job burnout significantly decreased. In addition， the qualitative results further support that mindfulness intervention can effectively promote the development of self-awareness， emotional management， understanding and empathy， and responsible decision-making of rural kindergarten teachers. This study confirms that mindfulness-based online courses are an economical and effective way to cultivate rural kindergarten teachers’ social emotional competence and alleviate job burnout. Therefore， “Internet + education” model can be used to provide rural kindergarten teachers with online mental health cultivation resources and coaching guidance. The content and implementation process of online mindfulness intervention course are designed rationally to promote the development of teachers’ social and emotional competence.