流动儿童社会情感能力发展的微观生态系统包含个体特征、环境特征、个体特征与环境特征的交互作用等三部分。通过探索促进流动儿童社会情感能力发展的微观生态系统特点，一方面是对当前我国基础教育改革中追求教育质量与公平的价值回应，另一方面为流动儿童养成较好的社会情感能力提出富有针对性和可行的建议，对促进处境不利的流动儿童健康发展，有重要的理论价值和实践意义。 整个研究过程分为两个阶段。第一阶段是以布朗芬布伦纳的生态系统理论为基础来构建流动儿童的微观生态系统分析框架。第二阶段的研究在于全面收集数据和分析流动儿童社会情感能力发展的微观生态系统特点。具体做法为：以天津市东丽区X小学的5名SEC较好的流动儿童和5名SEC较弱的流动儿童进行访谈、观察和家访，并对其家长、教师和同伴进行访谈，借助NVivo12.0质性分析软件，综合运用观察法、访谈法和比较分析法等研究方法，解读促进流动儿童社会情感能力发展的微观生态系统特征。 研究结论包括四个方面： 第一，构建了流动儿童微观生态系统特点的分析框架。该分析框架包括个体特征、环境特征和交互作用三部分，个体特征分为动力特征、需要特征和资源特征，环境特征分为基本特征和人口学特征，交互作用分为活动、角色和人际关系。 第二，个体特征分析。动力特征方面， SEC较好的个案在生成性特征方面表现突出；需要特征方面，两者对物质生活均表示满意，但是SEC较弱的个案在精神需求没有得到满足；资源特征方面， SEC较好的个案在促进型资源特征方面表现突出。 第三，环境特征分析。两类个案在环境特征方面基本一致，其家庭和社区的物质条件较差，不过SEC较好的个案在学校和社区有较多的同伴，同胞之间存在一致性。 第四，交互作用分析。个体特征与环境特征之间的交互作用存在差异性，如SEC较好的个案有更加频繁的活动和更加亲密的人际关系，考虑到物质条件在短时间内难易改变，要想促进流动儿童SEC发展，需要从个体特征与环境的交互作用的角度去改善。

The micro-ecosystem of the development of the migrant children's Social and Emotional Competence（SEC）is the interaction process between person characteristics and the family, school and community environment that are in direct contact. By exploring the characteristics of the micro-ecosystem that promotes the development of the migrant children's SEC, on the one hand, it is a response to the value of pursuing education quality and equity in the current basic education reform in China, and on the other hand, it provides a wealth of advice for migrant children to develop better SEC. The entire research process is divided into two phases. The first phases is to build a micro-ecosystem analysis framework for migrant children based on Bronfenbrenner's ecosystem theory. The purpose of the second phase of research is to collect data and analyze the micro-ecological characteristics of the development of migrant children's SEC. The specific approach is to conduct interviews, observations and home visits with 5 migrant children with better SEC and 5 migrant children with weaker SEC in Elementary School X, Dongli District, Tianjin, and interview parents, teachers and peers with NVivo12. 0 Qualitative analysis software, using a combination of case studies, system observations, and interactive analysis, to interpret the micro-ecosystem features that promote the development of the social emotional capacity of floating children. The conclusions of the study include four aspects: First, the analysis framework for the micro-ecosystem characteristics of migrant children was constructed. The analysis framework includes three parts: person characteristics, environmental characteristics and interactions. Person characteristics are divided into force characteristics, demand characteristics, and resource characteristics. Environmental characteristics are divided into basic characteristics and demographic characteristics. Interactions are divided into activities, roles, and interpersonal relationships. Second, analysis of person characteristics. In terms of force characteristics, the better SEC cases show more generative characteristics. In terms of demand characteristics, the weaker SEC cases are spiritual needs have not been met. In terms of resource characteristics, the better SEC cases show stronger characteristics of promotional resources. Third, environmental characteristics analysis. The environmental characteristics of the two types of cases are the same, and the material conditions of their families and communities are poor.However, the better cases of the SEC have more counterparts in schools and communities, and there is consistency among the siblings. Fourth, interaction analysis. There are differences in the interactions between person characteristics and the environment characteristics. For example, better SEC cases have activities that are more frequent and more intimate relationships. Considering that material conditions are difficult to change in a short time, in order to promote the development of migrant children's SEC, we need to improve from the perspective of the interaction between individual characteristics and the environment.