教师情绪的调节对其师幼关系具有明显的影响，掌握积极情绪调节策略有助于教师进行有效的情绪调节。本研究为了改进教师的师幼关系，选取了北京市和包头市两所幼儿园的幼儿教师为研究对象，设计干预方案帮助教师建构实施情绪调节的认识框架和策略。干预实验包括实验一和实验二，实验二是为了验证实验一内容的结果，两个实验均根据《情绪调节困难量表》（DRES）、《情绪调节策略调查问卷》（ERQ）和《师生关系量表》（STRS）对幼儿园教师的情绪调节策略和师幼关系质量进行前后测调查，并将数据结果进行对比分析。干预实施中实验一将教师分为三组，并采用集中培训和一对一指导两种方式进行长期干预，实验二没有对教师进行分组，且只采用集中培训的方式进行短期干预。

       研究结果表明：（1）前后测情绪调节能力得分有显著差异（P＜0.05），干预方案能够帮助教师掌握情绪调节策略，并且能够在师幼互动情境中合理运用；（2）前后测师幼关系亲密得分有显著差异（P＜0.05），亲密有所增加；（3）前后测师幼关系冲突得分有显著差异（P＜0.05），冲突有所减少；（4）认知重评策略与师幼关系亲密呈正相关，表达抑制策略与师幼关系冲突呈正相关；（5）随着时间的增长，教师的情绪调节能力（p＜0.01）、认知重评策略（p＜0.01）、师幼关系亲密（p＜0.05）有显著提升，师幼关系冲突（p＜0.05）、表达抑制策略（p＜0.001）有显著降低。研究发现：（1）干预方案能够提升教师的情绪调节能力；（2）情绪调节能力的提升能够增加师幼关系的亲密并减少师幼关系的冲突；（3）认知重评策略能够增加师幼关系的亲密；（4）表达抑制策略能够增多师幼关系的冲突（5）干预方案具备长期性和有效性。

The regulation of teachers' emotions has obvious influence on their teacher-child relationship. Mastering the positive regulation of emotions can help teachers to regulate their emotions effectively. In order to improve teachers' teacher-child relationship, this study selected preschool teachers from two kindergartens in Beijing and Baotou city as the research object, and designed intervention programs to help teachers construct the cognitive framework and strategies for implementing emotional regulation. Intervention experiment including experiment 1 and experiment 2, experiment 2 is in order to verify the result of the experiment 1, two experiments are based on the difficult emotion regulation scale (DRES),"the emotion regulation strategies questionnaire" (ERQ) and "Teacher-student relationship scale" (STRS)on kindergarten teachers' emotion regulation strategies and teacher young relationship quality test before and after the investigation, comparing with the results and data analysis. In experiment 1, teachers were divided into three groups, and long-term intervention was conducted by centralized training and one-to-one guidance. Experiment 2 did not group teachers, and short-term intervention was conducted by centralized training only.

The results showed that :(1) there was a significant difference in scores of emotion regulation ability before and after the test (P < 0.05).(2) there was a significant difference in the scores of relationship intimacy between the two groups (P < 0.05), indicating an increase in intimacy.(3) there was a significant difference in scores of relationship conflicts between the two groups (P < 0.05), and the conflicts were reduced.(4) cognitive reappraisal strategy was positively correlated with teacher-child relationship intimacy, and expression inhibition strategy was positively correlated with teacher-child relationship conflict. (5) With the increase of time, teachers' emotional regulation ability (P < 0.01), cognitive reassessment strategy (P < 0.01), parent-child relationship intimacy (P < 0.05) were significantly increased, while teacher-child relationship conflict (P < 0.05) and expression inhibition strategy (P < 0.001) were significantly decreased. Research findings :(1) the intervention program can improve the emotional regulation ability of teachers;(2) the improvement of emotional regulation ability can increase the intimacy of teacher-child relationship and reduce the conflict of teacher-child relationship;(3) cognitive reappraisal strategy can increase the intimacy of teacher-child relationship;(4) the expression inhibition strategy can increase the conflict of teacher-child relationship. (5) Intervention program are long-term and effective.