疫情应对:美国中小学社会情绪学习的策略与实践

Coping with COVID-19:Strategies and Practices of Social and Emotional Learning in Primary and Secondary Schools in the United States

社会情绪学习致力于培养学生协调认知、情感和行为的能力,以应对日常挑战,并有助于学生在未来的大学学习、职业生涯和社会生活中取得成功。新冠疫情导致美国大量学校关闭,对美国中小学生的学业及社会情绪发展产生了重大影响,为学生提供心理健康服务并促进其社会情绪能力的发展,成为这一特殊历史时期美国教育工作者面临的历史性课题。面对困境,美国许多专业组织、学校、学区及州教育机构,开发了疫情危机下促进学生社会情绪学习的策略,建议将人与人之间的关系建设放在社会情绪学习的优先位置,加强学校社区中成人的社会情感学习,为教育工作者提供自我保健指导,运用儿童创伤恢复学习协作策略,让席卷全球的悲剧变成促进个体成长的经历,并涌现出了许多社会情绪学习的优秀实践案例,这些都为解决这一课题提供了重要途径。但在服务学校社区时美国社会所经常采用的典型的各自为政的做法,很难满足疫情期间数量众多的学生及其家庭对社会情绪支持的需求。

Social and emotional learning is committed to developing students'ability to coordinate cognition,emotion,and behavior to cope with daily challenges and help students succeed subsequently in university studies,professional careers,and social lives.The closure of a large number of schools in the United States caused by COVID-19 epidemic has had a significant impact on the academic learning and social emotional development of American primary and secondary school students.Providing students with mental health services and promoting the development of their social and emotional abilities have become a historical issue faced by American educators in this special historical period.In the face of difficulties,many professional organizations,schools,districts,and state educational institutions in the United States have developed strategies to promote students'social and emotional learning under the epidemic crisis.Such as,putting the construction of the relationship between people on the priority of social emotional learning,strengthening the social emotional learning of adults in the school community,providing self-care guidance for educators,and using child trauma recovery learning collaboration strategies to make the tragedy sweeping the world become an experience that promotes individual growth.At the same time many excellent practical cases of social emotional learning have emerged,all of which have become important ways to solve this historical issue.However,the typical self-government practice often adopted by American society when serving the school community can hardly meet the needs of the large number of students and their families for social emotional support during the epidemic.