欧盟社会情感教育评价体系构建:原则、框架与特征  

The Construction of Evaluation System of Social and Emotional Education in the EU: Principles, Framework and Characteristics

作　　者：李超 张香兰[1] LI Chao;ZHANG Xianglan(School of Educational Science,Ludong University,Yantai Shandong 264011)

机构地区：[1]鲁东大学教育科学学院,山东烟台264011

出　　处：《比较教育研究》2023年第3期70-78,共9页International and Comparative Education

基　　金：国家社会科学基金“十三五”规划2017年度教育学一般项目“中小学校园欺凌预防教育研究”(项目编号:BEA170111)。

摘　　要：进入21世纪以来,社会情感教育正逐步成为欧盟各成员国基础教育的重要组成部分,旨在提高学生的心理健康和社会适应能力。为增强社会情感教育的实施效果,欧盟构建了社会情感教育评价体系。该评价体系遵循尊重学生表达和参与权利、包容与公平驱动、基于优势而非诊断性、发展适宜性、系统性和生态性等原则。其主体框架涵盖“个人”“社会”“学会学习”等领域的综合性评价内容,在评价实践中运用多元化的评价工具和方法,在学习标准中采用适宜性与包容性的评价指标。欧盟社会情感教育评价体系呈现出四大特征,即强调运用整校推进的评价策略、注重收集学生的多元表现证据、重视发挥评价的发展性功能、凸显提升教师职业素养的重要性。Since entering the new century, social and emotional education has gradually become an important part of basic education in EU member states, aiming at improving students’ mental health and social adaptability. In order to enhance the effect of social and emotional education, the EU has constructed an evaluation system of social and emotional education. The evaluation system follows the principles of respecting students’ right to express and participate, being inclusive and equity-driven, based on advantages rather than diagnoses,development suitability, systematicness and ecology. Its main framework covers comprehensive evaluation contents such as "personal domain", "social domain" and "learning to learn domain", adopts appropriate and inclusive evaluation indicators in learning standards, and uses diversified evaluation tools and methods in evaluation practice.The evaluation system of EU social and emotional education presents four characteristics: emphasizing the use of the evaluation strategy of whole school participation, focusing on the collection of students’ multiple performance evidence, emphasizing the development function of evaluation, and highlighting the importance of improving the professional quality of teachers.

关 键 词：欧盟 基础教育 社会情感教育 评价体系 

分 类 号：G444[哲学宗教—心理学]