| 罗小琴，陈世联.美国社会情感学习项目分析与启示[J].陕西学前师范学院学报,2022,38(11):102-110 |
| 美国社会情感学习项目分析与启示 |
| Analysis and Enlightenment of Social and Emotional Learning Programs in the United States: A Text Analysis Based on Policies in 17 States |
| 投稿时间：2022-07-05 修订日期：2022-08-19 |
| DOI：10. 11995/j. issn. 2095-770X. 2022. 11. 013 |
| 中文关键词: 社会情感学习 标准 美国 社会情感能力 |
| 英文关键词: social and emotional learning standard the United States social and emotional competence |
| 基金项目: |
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| 中文摘要: |
| 社会情感学习具有促进个体身心健康、学业成功、为生活和职业做好准备等重要作用，成为美国幼儿园到高中阶段教育的重要组成部分。伊利诺伊州率先制定社会情感学习标准，随后在CASEL联合会、联邦政府等的推动下，美国多个州也开始制定社会情感学习政策。通过NVivo11以及扎根理论梳理美国17州社会情感学习文件发现，各州社会情感学习项目主要聚焦在社会情感学习相关政策制定、社会情感学习实施路径、社会情感学习评估三大领域。在对各州政策有益经验深入分析的基础上，发现推动我国各学段学生社会情感能力发展需要加强社会情感学习本土化研究，提高文化适宜性；制定明确的社会情感学习标准，增强可操作性；开展灵活多样的实施策略，家校社形成教育合力；提升教师社会情感能力，保证项目实施的持续性。 |
| 英文摘要: |
| Social and emotional learning is beneficial to individual physical and psychological health, academic success, preparation of life and career, which has gradually become an important part of preschool to high school education in the United States. Illinois was the first state to establish standard of emotional learning programs. And subsequently, under the push of the CASEL Federation and the federal government, more states in the United States also have begun to make social and emotional learning policies. By analyzing documents of 17 states in the United States through NVivo11 and grounded theory, this paper found that states’ social emotional learning programs mainly focused on three areas: policy formulations of social and emotional learning, implementation paths of social and emotional learning, and effective evaluations of social and emotional learning program. After in-depth analysis of these areas in state policy documents, it is found that we could promote the development of students’ social and emotional competence through the following ways: strengthening the localization researches of social and emotional learning to improve the cultural suitability; formulating clear social and emotional learning standards to enhance operability; carrying out flexible and diverse practical strategies to unite the strength of family, school and community; promoting the social and emotional competence of leaders and teachers to ensure the continuity of project implementation. |
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