超越技能:论社会情感学习的德性维度及其实践诉求  

Beyond Skills:On the Moral Dimension of Social and Emotional Learning And its practical demands

作　　者：张良 金海楠[1,2] ZHANG Liang;JIN Hainan(Southwest Ethnic Education and Psychological Research Center,Southwest University,Chongqing 400715;Education Department,Southwest University,Chongqing 400715)

机构地区：[1]西南大学西南民族教育与心理研究中心,重庆400715 [2]西南大学教育学部,重庆400715

出　　处：《教育发展研究》2023年第24期57-63,共7页Research in Educational Development

基　　金：西南大学研究阐释党的二十大精神专项项目“造就拔尖创新人才的学习体系构建研究”(SWU2209036);教育部人文社会科学研究青年基金项目“民国时期大学教学伦理共同体研究”(18YJC880034);国家社科基金教育学一般课题“‘重大主题教育’融入中小学课程的机理与策略研究”(BHA220147)的部分成果。

摘　　要：在全球推进社会情感学习的进程中,技能成为社会情感学习内涵定位、育人机理的一个最为核心的关键词,从而引发了仅关注外在行为表现的技能化倾向,情感与社会性情感因此难免成为了一个边缘化、不在场的概念。技能化的症结在于深受行为主义心理学的桎梏,将情感理解为外在的行为表现与身体反应,忽视了情感的内部心理因素与外在行为表现之间的复杂关系,进而窄化了社会情感学习的本质特征与育人功能。为超越技能化的症结,深度实现社会情感学习的育人价值,德性维度的揭示提供了一条重申社会情感学习的情感立场及其逻辑的理论思路。社会情感学习德性维度的实践诉求主要体现在注重价值导引、增强意义反思以及激发社会性情感等。connotation positioning and educational mechanism of social and emotional learning,triggering a tendency to focus only on external behavioral performance,and emotions and social emotions inevitably become a marginalized and absent concept.The crux of skill based learning lies in the deep constraints of behaviorist psychology,which understands emotions as external behavioral expressions and physical reactions,neglects the complex relationship between internal psychological factors and external behavioral expressions of emotions,and narrows down the essential characteristics and educational functions of social and emotional learning.To transcend the crux of skill based learning and deeply realize the educational value of social and emotional learning,the revelation of the moral dimension provides a theoretical approach that reaffirms the emotional stance and logic of social and emotional learning,and calls for the emphasis on value guidance,enhancing meaningful reflection,and stimulating social emotions in social and emotional learning practice.

关 键 词：社会情感学习 技能 社会性情感 德性 

分 类 号：G41[文化科学—教育学]