美国学前儿童“社会情绪学习(SEL)”的基本结构、培养策略与特点——源自马萨诸塞州的经验  

Basic Structure and Cultivation Strategies of Preschool Children's Social and Emotional Learning in Massachusetts, US

作　　者：徐鹏[1] XU Peng

机构地区：[1]北京师范大学教育学部

出　　处：《外国中小学教育》2018年第7期17-27,共11页Primary & Secondary Schooling Abroad

基　　金：国家社会科学基金教育学重点课题"学前教育中长期发展目标及推进策略研究"(课题批准号:AHA160008)阶段性研究成果之一

摘　　要：社会情绪学习是学前儿童后继学习和终身发展的关键领域之一,重视学前儿童社会情绪的培养已经成为当下国内外学前教育研究和实践的重要趋势。美国马萨诸塞州非常重视学前儿童社会情绪学习的培养,将其划分为自我意识、自我管理、社会意识、人际技能和负责任地作出决定5大领域,以及情绪表达、自体感受、自我效能等12个关键能力,从环境、游戏、幼儿园-家庭-社区合作共育、文化影响四个方面阐述了学前儿童社会情绪学习的培养策略,呈现出了儿童本位的发展理念、学业能力与社会情绪学习的协同发展、内在完满人格与外在公民素养的联动生成、领域内容可操作且可评估、外部支持环境多元立体等特点。Social Emotional Learning （SEL） is a key area for children＇s life-long learning and development and highlighting this area has already become main trend in early childhood research and practice. Massachusetts is always emphasizing this area and divides it into five areas which are self awareness, self management, social awareness, relationship skills, responsible decision making as well as 12 key competencies including recognizing, identifying and expressing emotions etc. In addition, strategies are explained from environment, play, relationship with families, the impact of culture, which aims at supporting teachers＇ practice. According to the experience of Massachusetts, ECE in China should shift from focusing on knowledge teaching to highlighting preschoolers＇SEL. Meanwhile, children＇s SEL can be cultivated through designing appropriate outer environment and high quality curriculum.

关 键 词：美国 马萨诸塞州 学前儿童 社会情绪学习 基本结构 培养策略 

分 类 号：G612[文化科学—学前教育学] G619.712[文化科学—教育学]