为了考察中学生师生关系现状，并探讨中学生的情绪智力、社会问题解决技能与师生关系之间的内在联系，本研究采用《中学生情绪智力量表》、《中学生社会问题解决技能量表》和《中学生师生关系量表》对2172名中学生进行调查。结果发现：（1）中学生的师生关系的总体状况良好，且存在显著的年级和性别差异：初一、高一年级的师生关系好于初二、高二年级。在亲密性和支持性方面，不存在显著的性别差异，在冲突性方面，男生显著高于女生，在满意感方面，女生显著高于男生。（2）情绪智力的不同维度对中学生师生关系的预测作用各不一样。情绪感知对师生关系的亲密性具有显著的负向预测作用，对师生关系的冲突性具有显著的正向预测作用。情绪运用、理解和管理都能够显著预测师生关系，其中情绪运用对师生关系的亲密性、支持性和满意度的预测作用最为突出，情绪管理对师生冲突的负向预测作用最强。（3）社会问题解决技能在中学生情绪智力与师生关系之间起部分中介作用。

To explore the status of teacher-student relationship of secondary school students, and its relation to their emotional intelligence and social problem-solving skills, a sample of 2172 students completed the questionnaires including Adolescents’ Emotional Intelligence Questionnaire, Inventory of Social Problem Solving Skills, and Inventory of Teacher-Student Relationships. The results indicated: (1) Secondary school students’ overall teacher-student relationship displayed significant differences in gender and grade: students in first grade had better relationship with their teachers than the second grade of junior and senior high school; boys scored significantly higher than girls in the aspect of conflict in teacher-student relationship, but girls scored significantly higher than boys in sense of satisfaction. (2) Emotional perception negatively predicted intimacy, and positively predicted conflict of teacher-student relationship. Moreover, emotional facilitation, emotional understanding and emotional regulation significantly predicted teacher-student relationship. In particular, emotional facilitation most strongly predicted intimacy, support and satisfaction, while emotional regulation had the strongest negative prediction to conflict of teacher-student relationship. (3) Social problem solving skills partly mediated the relation between emotional intelligence and teacher-student relationship of secondary school students.