美国教育家卡耐基说：“一个人事业的成功只有15%靠专业技术，另外85%是靠人际关系与处事技巧。”比尔•盖茨也说过：“人际沟通能力和交往能力在很大程度上决定了一个人的前途和发展。”人际交往能力的重要性不言自明。 本研究立足于积极心理学的视角，探索以课程辅导的方式提高初中生的人际交往能力。 研究的课程设计以积极心理学的“拓展—构建”理论、“五阶段疗法”和初中生人际交往的相关研究成果为依据。“拓展—构建”理论认为，积极情绪具有拓展并构建个体即时的思想或行为的作用，也就是为即时的思想和行为提供充足的资源，如使个体在当时的情景条件下反应更准确、认知更全面、思维的创造性更活跃。“五阶段疗法”的宗旨是鼓励来访者的积极品质，发挥来访者自身的积极力量和积极潜力。对初中生人际交往的相关研究的梳理使笔者更了解当今初中生的人际交往状况，在课程设计的过程中更有针对性。在充分了解相关研究成果的前提下，本研究设计出提高初中生人际交往能力的系列课程：解决问题的五步走（一）、（二）、（三）、学会倾听、学会赞美、学会合作。 为了验证课程辅导效果的有效性，研究选取了实验班和对照班，在实验班进行课程辅导，对照班不接受课程辅导。在课程辅导的中期和末期对实验班的学生进行半开放式问卷调查，在课程辅导之前和之后分别对实验班和对照班进行量表测试，用SPSS数据统计方法对量表数据进行统计分析。通过SPSS数据分析和问卷调查可知，本次课程辅导可以有效提高初中生的人际交往能力。 在验证了课程辅导的有效性之后，笔者对课程辅导的设计和上课过程进行了反思，提出了本研究得出的启示。

American educators Carnegie said:” An individual career success only 15% by professional technology, and another 85% by the interpersonal relationship and doing things skills.” Bill Gates also said:” Interpersonal communication skills and the ability to relate to a great extent determine one's future and development.” The importance of interpersonal communication ability is obvious. This article based on the perspective of positive psychology, Explore whether psychological course guidance can improve the junior high school students' interpersonal skills.Courses of this research are based on the "Expanding-building" theory” and “The five stages therapy” of positive psychology. "Expanding-building" theory is that, Positive emotions have the role of expand and construct individual immediate thoughts and behavior, also is for instant of thought and behavior provide adequate resources, as an individual in the scene at the time the reaction conditions more accurate and more comprehensive, thinking of the cognitive creative more active. The objective of "The five stages therapy" is to encourage the visitor's positive qualities, play their own positive strength and positive potential of visitors. In the full understanding of relevant research results, this study design of a series of courses on how to improve interpersonal skills of junior high school students: The solution to the problem of five walk (1), (2), (3), learn to listen, learn to praise, learning to be cooperative. In order to verify the effectiveness of courses, the research selected experimental class and comparative class. The experimental classes accept course guidance, but the comparative class not. The students of experimental class had a half open questionnaire survey in the middle and the end of the research. Before and after the course guidance, use the scale to test the experimental class and comparative classes respectively. Through the SPSS and questionnaire survey data we know, this course guidance can effectively improve the junior high school students' interpersonal skills. Then, the author to reflect on the course guidance, and puts forward the research that revelation.