摘要
随着社会转型及全球化的加速,社会情感教育已日益成为全球教育改革的重要议题。20世纪末以来,美国、英国等发达国家作为社会情感教育的理论研究与实践探索的先驱,形成了相对成熟的改革体系及多元化的实践模式。其中,美国和英国采取政策引领型模式,以国家立法与标准化课程推进社会情感教育;法国、德国、芬兰等国聚焦青少年的情感问题,推行问题导向型的社会情感教育实践模式;日本、新加坡等国立足东方传统,形成社会情感教育与儒家文化相融合的本土化培养模式;中国则强调多级行政主体的联动,打造以国家为主导,省(自治区、直辖市)、市、区(县)、学校分层落实的社会情感教育协同治理模式。经过十余年探索,我国逐步构建了具有本土特色的青少年社会情感教育框架并改善了当前的基础教育生态。然而,我国的社会情感教育仍面临着落地质量不均、协同机制不够完善等现实问题。在参照发达国家社会情感教育实践的基础上,我国可从政策、课程、师资、家校社协同和评价等方面入手,继续深化社会情感教育的本土实践。
With the acceleration of social transformation and globalization,social and emotional education has increasingly become an important topic in global educational reform.Since the end of the 20th century,developed countries such as the United States and the United Kingdom,as pioneers in theoretical research and practical exploration of social and emotional education,have formed relatively mature reform systems,within which diversified practical models have emerged.The United States and the United Kingdom adopt a policy-led model,promoting social and emotional education through national legislation and standardized curricula.Countries such as France,Germany and Finland have focused on socio-emotional challenges among adolescents and implemented problem-oriented social and emotional education practice models.Countries such as Japan and Singapore,based on Eastern traditions,have formed a localized training model that integrates social and emotional education with Confucian culture.China,on the other hand,emphasizes coordination among multiple administrative entities,aiming to create a collaborative governance model for social and emotional education that is led by the state and implemented at different levels including provincial,municipal,county,district and school levels.After more than ten years of exploration,China has gradually enhanced adolescentssocial and emotional competencies,established a social and emotional education framework with local characteristics,and improved the current basic education ecosystem.However,social and emotional education in our country still faces practical problems such as uneven implementation quality and an imperfect collaborative mechanism.Based on the investigation and analysis of social and emotional education practices in developed countries,China can continue to deepen the local practice of social and emotional education by starting from aspects such as policies,curricula,teaching staff,home-school-community collaboration and evaluation.
作者
刘超
杨艳艳
LIU Chao;YANG Yanyan(College of Education,Zhejiang University,Hangzhou,Zhejiang,310058,P.R.China;Xi’an Road School Affiliated to Hefei Normal University,Hefei,Anhui,230051,P.R.China)
出处
《广东第二师范学院学报》
2026年第2期51-65,共15页
Journal of Guangdong University of Education
基金
教育部大中小学课程教材研究重大项目“中小学思政课教材落实社会主义核心价值观教育研究”(25AA0004)。
关键词
青少年
社会情感教育
社会情感能力
心理健康
adolescents
social and emotional learning
social and emotional competence
mental health
