社会情感学习融入学校教育:美国教育改革新动向及其证据  

Integrating Social and Emotional Learning into School Education:A Recent Reform and its Evidence in America

作　　者：周金燕[1] 张亚星[1] 李玉凤 ZHOU Jinyan;ZHANG Yaxing;LI Yufeng

机构地区：[1]北京师范大学教育学部教育经济研究所/首都教育经济研究基地,北京100875 [2]北京师范大学教育学部教育经济研究所,北京1000875

出　　处：《比较教育学报》2020年第4期44-56,共13页Journal of Comparative Education

基　　金：国家自然科学基金面上项目“学校和家庭投入对儿童社会情感技能的影响效应研究:基于追踪数据的因果分析”(编号:71874016);北京市社会科学基金青年项目“北京市儿童社会情感技能的追踪测量及教育投资的因果效应研究”(编号:18JYC029)。

摘　　要：面对新技术革命和社会经济发展的挑战,美国学校教育开始了新一轮的教育改革和探索,其特征可以总结为社会情感学习和学校教育的融合。这项改革在重新理解学习的基础上,指出应整合而不是分离社会、情感和认知的学习;应将社会情感学习融入学生在学校的日常学习和生活之中。本文对此进行了研究,在美国近二十年的教育政策、案例和证据基础上,发现美国学校教育和社会情感学习的关系经历了一个从冲突到融合、从项目式学习到全面融入学校教育的过程。在废除了20世纪初以标准化成绩考核为基础的联邦问责制度后,融合社会、情感和认知的学习正在重塑美国的学校教育,它甚至被上升到美国能否从危险处境走向希望的高度。Recently,American school education has initiated a new round of educational reform,and its characteristics can be summarized as the integration of social emotional learning into school education.On the basis of re-understanding learning,this reform points out that social,emotional and cognitive learning should be integrated rather than separation into students’daily life and learning in school.This paper tries to understand this process by introducing and synthesizing relevant policies and evidences in the United States in the past two decades.it is found that the relationship between school education and social emotional learning has experienced a transition from conflict to integration.After giving up the federal accountability system based on standardized test from the early 20th century,integrating social,emotional and cognitive learning is reshaping American education,which can be considered to determine whether American-education can succeed from risk to hope.

关 键 词：社会情感学习 美国 教育改革 融合 

分 类 号：G571.2[文化科学—教育学]