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通过实践,我们发现推动教师亲社会行为发展的关键是干预策略。课题组对国内外研究结果和我园研究情况进行深入分析,认为教师亲社会行为的发展受思想认识、周围环境、人际关系等多种因素影响,而恰当的干预策略能引导教师良好亲社会行为的产生,从而推动良好师德师风的形成,由此,我们提出两大干预策略,即引导策略和跟进策略。一、引导策略引导策略是指以明确的亲社会培养目标为指引,通过预设各种教育方法和手段,培养教师良好的亲社会行为,预防可能出现的不适当行为,激发教师的亲社会情感,强化亲社会行为。
Through practice, we found that the key to promoting teachers’ prosocial behavior is intervention strategy. The research group conducted an in-depth analysis of the research results both at home and abroad and the research on the park, and considered that the development of prosocial behavior of teachers was influenced by many factors such as ideological understanding, surrounding environment and interpersonal relationship, and proper intervention strategies could guide teachers’ good prosocial behavior Therefore, we propose two major intervention strategies, namely, guiding strategy and follow-up strategy. I. Guiding Strategy Guiding strategy refers to the explicit pro-social training objectives as a guide, through the pre-set of various educational methods and means to cultivate good pro-social behavior of teachers to prevent possible inappropriate behavior, to stimulate teachers’ pro-social emotions , Strengthen pro-social behavior.