基于SEL理论框架的初中生社会情感能力培养探讨——以心理课堂为例

A Discussion on the Cultivation of Junior High School Students’ Social-Emotional Ability Based on SEL Theory Framework—Taking the Psychology Class for Example

摘要: 社会情感能力是中学生面向21世纪核心竞争力的构成要素，对个体未来成就以及心理健康有重要影响。社会情感能力学习是个体通过正式和非正式学习，逐渐形成的与情绪管理、交流合作，有效认知并达成目标等相关的综合能力，表现为不断发展的观念、情感和行为模式。研究表明，社会情感能力不仅对个体的学业、事业发展和身心健康具有重要影响，还是减少反社会行为、促进社会和谐、提升幸福感的重要因素。初中生阶段是社会情感能力发展的关键阶段，本文以社会情感学习理论框架(SEL)为理论基础，在学校教育中对初中生社会情感能力的培养进行探索，并以心理课堂为例，以期为素质教育及学生非认知能力的培养提供理论基础。

Abstract: Social-emotional competence is a component of the core competence of middle school students facing the 21st century, which has an important impact on individual’s future achievement and mental health. Social affective ability learning is a comprehensive ability gradually formed by individuals through formal and informal learning, which is related to emotion management, communication and cooperation, effective cognition and achievement of goals, etc. It is manifested in the continuous development of ideas, emotions and behavior patterns. Studies have shown that social-emotional ability not only has an important impact on individual’s academic and career development and physical and mental health, but also an important factor to reduce anti-social behavior, promote social harmony and enhance happiness. The stage of junior high school students is the key stage of the development of social-emotional ability. Based on the theoretical framework of social-emotional learning (SEL), this paper explores the cultivation of junior high school students’ social-emotional ability in school education, and takes psychological classroom as an example, in order to provide a theoretical basis for quality education and the cultivation of students’ non-cognitive ability.