社会与情绪学习及其实施策略——基于美国中学课堂的教学与实践  

Social and Emotional Learning and It's Teaching Strategies——The Experience and Implications from the Middle School in American

作　　者：陈权[1] 

机构地区：[1]江苏大学教师教育学院,江苏镇江212013

出　　处：《比较教育研究》2015年第2期91-95,共5页International and Comparative Education

基　　金：国家社会科学基金教育学青年项目"情商对高校拔尖创新人才培养影响及教育对策研究"(项目批准号:CIA120151);江苏大学高级人才启动基金资助项目"冲突或整合:情绪智力对高管团队决策行为的影响研究"(项目批准号:14JDG109)的阶段成果

摘　　要："社会与情绪学习"(Social and Emotional Learning)是由美国学者率先提出的,旨在提高学生情商、改善学生学习和生活态度、降低他们的问题行为。与一般社会课程不同,社会情绪学习更加强调整体性与全面性,并且拓宽了对学生进行的积极干预活动,包括提高情绪智力、社会能力训练、预防暴力、品格教育、心理健康促进等各个方面。本文重点介绍了社会与情绪学习及其在美国中学课堂上的教学策略,为我国开展相关教育和研究提供了参考和借鉴。Social and emotional learning （SEL） was firstly advanced by American educators, in order to promote students＇ emotional quotient （EQ）, change their attitude to life and learning so that problem behaviors could be re- duced. Different from normal social studies, SEL is more integral and comprehensive which not only contains but also widens the positive intervention, including promoting EQ, training social competence, preventing violence, influencing personality, promoting mental healthy and so on. This paper focuses on introducing the connotation of SEL and the teaching strategies in American middle school to provide references for related education and study in our schools.

关 键 词：美国 社会与情绪学习 中学课堂 教学策略 

分 类 号：G427.12[文化科学—课程与教学论]