论社会情绪学习的基本特征及其教育价值

发布时间：2018-05-03 15:18

本文选题：社会情绪学习 + 情绪调节　；参考：《教育理论与实践》2015年13期

【摘要】：社会情绪学习(SEL)是在整合了先前短期、零散的学生问题干预措施,深入挖掘问题产生背后的学生情绪调节以及社会技能方面的需要之基础上提出的,旨在促进学生健康成长与发展,使其获得幸福感。SEL是使儿童及成人转变认知与态度、获得识别与调控自身情绪、关心与照顾他人、建立与维持积极的人际关系、做负责任的决策以及有效解决问题等技能的过程,是情绪调节与社会技能的结合,包括自我意识、社会意识、自我管理、人际交往、为自己的决策负责等核心技能,具有整合性、全面性、系统性、长期性等基本特征,对于学生的学业进步、身心健康成长与幸福感的获得以及社会化水平的提高都具有积极的教育价值。
[Abstract]:Social emotional Learning (SEL) is based on the integration of previous short-term, fragmented student problem interventions, and the need for student emotional regulation and social skills behind the problems. The aim is to promote the healthy growth and development of students and make them happy. SEL is to enable children and adults to change their cognition and attitude, to recognize and regulate their own emotions, to care and take care of others, and to establish and maintain positive interpersonal relationships. The process of making responsible decisions and effective problem-solving skills is a combination of emotional regulation and social skills, including core skills such as self-awareness, social awareness, self-management, interpersonal interaction, and responsibility for one's own decisions. It has the basic characteristics of integration, comprehensiveness, systematicness and long-term. It has positive educational value for the students' academic progress, physical and mental health growth and happiness, as well as the improvement of socialized level.
【作者单位】：南京师范大学课程与教学研究所;南京市栖霞区中心小学;
【基金】：2009年度教育部重点课题《和谐学校文化建设与课程教学的关系研究》(课题编号:DHA090189) 2009年度南京师范大学哲学社会科学跨学科重大招标项目《江苏高中新课改推进过程中的问题与对策研究》 2011年度江苏省教育科学规划重大招标课题《基础教育课程改革重大理论与实践问题的深入研究》(课题编号:A/2011/08) 2012年度教育部人文社会科学研究规划基金项目《基础教育课程改革重大理论与实践问题的深入研究》(项目编号:12YJA880139)的研究成果之一
【分类号】：G442

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