本研究以中学教师为对象，通过团体心理辅导的形式对中学教师复原力进行干预，研究采用实验组对照组前后测的实验设计，对实验组成员实施团体干预八次，每周两次，每次两个半小时，对照组无干预。采用问卷调查、组员访谈、组员总结和心得以及领导者的观察和记录等多种方式对干预的效果进行定量和定性分析。其中问卷包括《中学教师复原力问卷》和《中学教师复原力团体心理辅导满意度问卷》。结果显示，实施干预后，实验组前后测在保护因子上，P值小于0.05,存在显著差异，具体表现在积极人格、人际沟通、满意与绩效和家人支持方面有显著差异；而在幽默感、同事帮助、问题解决和危险因子方面没有显著差异。此外笔者对实验组教师在各个干预维度上的变化情况用质性研究的方法进行了整理、编码和分析，从个案分析的角度呈现了实验组教师在团体心理辅导过程中复原力细微、动态的变化过程。本研究主要的结论有：1.实施干预后，实验组前后测在保护因子上有显著差异，具体表现在积极人格、人际沟通、满意与绩效、家人支持方面有显著差异。2.从质性研究的结果来看，实验组成员在每个干预维度上都有变化和提升。3.中学教师复原力团体心理辅导干预可以提高教师的复原力。

The purpose of the study was to enhance the resilience of middle school teachers through group counseling. Thirty-six middle school teachers with different level of resilience were assigned into two groups randomly, one is experimental group with intervention, once a week, each two and half hours of group counseling, and the other was control group with no intervention. In order to show the results of quantitative and qualitative analysis, we using different means of analysis methods, for example questionnaire survey, the observation and record of leaders, team members feedback. The questionnaire included "middle school teachers’ resilience questionnaire" and “group psychological counseling satisfaction questionnaire of middle school teachers resilience.”The result shows, after the implementation of the intervention, the experimental group has significant difference in the protection factor, there was significant difference in the positive personality, satisfaction and performance, interpersonal communication and family support; however there was no significant difference in sense of humor, problem solving and the assistance of colleagues. In addition, the change of experimental group teachers in each intervention on the dimension for qualitative research methods were summarized, coding and analysis; the case analysis shows the dynamic change process of experimental group middle school teachers in the group counseling.The main conclusions of this study are:1. The experimental group had significant differences in the protective factor, specific performance has significant differences in positive personality, satisfaction and performance, interpersonal communication and family support.2. From the qualitative research results, the experimental group members have the change and ascension in each intervention dimensions.3. Middle school teacher resilience group counseling intervention can improve teachers' resilience.KEY WORDS: Teacher resilience, Middle school teachers，Group counseling intervention