基于隐性课程视角的学生社会情感能力培养  

Cultivating Students'Social Emotional Competence from the Perspective of Hidden Curriculum

作　　者：黄声华 尹弘飚[2] 何雨柔 HUANG Shenghua;YIN Hongbiao;HE Yurou

机构地区：[1]深圳大学教育学部,深圳518060 [2]香港中文大学教育学院,中国香港999077

出　　处：《中国人民大学教育学刊》2025年第2期102-114,I0002,共14页Renmin University of China Education Journal

基　　金：国家社会科学基金“十四五”规划2022年度教育学青年课题“义务教育阶段学生作业质量监测与优化研究”(CHA220293)。

摘　　要：社会情感能力自诞生以来一直是重要国际学术议题之一。近几十年来,学生社会情感能力培养经历了从课程模式、项目模式到综合变革模式的发展过程,其间暴露的一些问题启发学者从隐性课程这一新视角审视学生社会情感能力培养。因此,本文在界定隐性课程基本内涵的基础上,分析隐性课程的特点和形式与学生社会情感能力发展之间的内在联系,并进一步提出基于物质性、制度性、观念性、心理性、文化性隐性课程等五大社会情感能力培养路径,以期引发人们对社会情感能力培养的新理解、新思考,促进我国学生的全面发展和素质提升。Social and emotional competence has been one of the most important international academic topics since its birth.In recent decades,the cultivation of students'social and emotional competence has gone through a development process from the curriculum model,the project model,to the comprehensive transformation model.During this process,some problems have also emerged,inspiring people to examine the cultivation of students'social and emotional competence from the new perspective of hidden curriculum.Therefore,after defining the definition and characteristics of hidden curriculum,this article analyzed the inherent relationship between the characteristics and forms of hidden curriculum and the development of students'social and emotional competence.Then this article further proposed the cultivation paths of social and emotional competence based on five categories of hidden curriculum:material,institutional,conceptual,psychological,and cultural curricula,so as to trigger new understanding of and thinking on the cultivation of social and emotional competence,and to promote students'comprehensive development and quality education in China.

关 键 词：社会情感能力 社会情感学习 隐性课程 模式变革 

分 类 号：G78[文化科学—教育学]