国际社会与情感能力测评的新进展与新趋向——基于OECD两轮SSES的经验与展望  

The Developments and Trends in the International Assessment of Social and Emotional Skills:Insights and Prospects from Two Rounds of the OECD's SSES

作　　者：唐一鹏 TANG Yipeng(East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学,上海200062

出　　处：《中国考试》2025年第5期73-83,共11页journal of China Examinations

基　　金：国家社会科学基金2022年度教育学重点课题“我国青少年社会与情感能力培养研究”(ABA220028)。

摘　　要：OECD社会与情感能力调查(SSES)已成功开展两轮测评,在国际社会引起较大反响。从两轮测评的实施比较来看,SSES在主题上从单向度的学习转向了多向度的幸福生活,参与国家数量不断增多,测评方法回归到学生自我汇报,测评题项更加丰富。对SSES的趋势数据进行国际比较分析发现,我国参与测评的小学生普遍表现良好,尤其在任务能力和协作能力两个维度上均名列国际前茅;我国中学生的表现大多处于中等水平,虽然在协作能力维度上表现较为突出,但在活力与好奇心上的表现存在明显不足。未来SSES将从概念框架、智能技术运用和教育实践三个方面寻求新的突破。我国的社会与情感能力测评研究尚处于起步阶段,SSES的经验具有重要借鉴价值。The OECD Survey on Social and Emotional Skills(SSES)has successfully conducted two rounds of assessments,garnering substantial international recognition.A comparative analysis of the two rounds of implementations reveals three notable developments.First,the framework has evolved from a unidimensional focus on learning to a multidimensional exploration of well-being.Second,the number of participating countries continues to increase.Third,the evaluation methods have reverted to student self-reporting,with more diverse evaluation items.Cross-national analysis of SSES trend data demonstrates that Chinese primary school students generally perform well,especially in task performance and collaboration,both of which rank among the top internationally.In contrast,Chinese middle school students,while demonstrating relative strengths in collaboration,show average performance levels with marked deficiencies in vitality and curiosity.In the future,SSES will seek breakthroughs in its conceptual framework,the application of intelligent technology,and educational practices.As China's research in social and emotional skills assessment is still in its early stage,the SSES experience offers valuable insights and implications for future development.

关 键 词：OECD SSES 社会与情感能力 国际测评 教育评价 

分 类 号：G405[文化科学—教育学原理]