“缺失的那片”:论教师教育中社会情感学习(SEL)项目的必要性、整合框架与启示

“The Missing Piece”:the Necessity,Framework and Implications of Social Emotional Learning(SEL)Integration in Teacher Education

近二十年来,社会情感学习(SEL)在全球范围内受到越来越多关注。良好的SEL素养即有利于提高教学质量,也有利于教师的职业发展。师范生阶段是学习并实践SEL知识的最佳阶段,“亲社会课堂模型”是促进SEL课程融入教师职前教育的有效框架。我国教师教育应做到:尽快将SEL融入师范生培养体系;不断提高现任教师SEL水平;建立SEL教学和考核国家标准;加强高校、中小学和地方社区的伙伴关系,做好开展SEL的准备工作。

In the past two decades,Social Emotional Learning has been paid increasing attention around the world,especially in the western developed countries.At present,most research on Social Emotional Learning project focuses on its positive impact on students’academic achievement,personal attitude and behavior,as well as the relationship between teachers and students.The successful promotion of Social Emotional Learning project in any school and class can not be separated from the cognitive premise and emotional support of teachers,because teachers are the directors and the demonstrators of the project.Based on the analysis of foreign research,this paper discusses the necessity and challenge of diffusing Social Emotional Learning projects into teacher education,and wishes to inspire new thoughts on the effective model of teachers’professional development in China.