从专门课程到综合变革:学生社会情感能力发展策略的模式变迁
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摘要
在学校教育中培养学生的"社会情感能力"成为国际教育改革与发展的一项重要议题,自上世纪九十年代以来经历了从课程模式、项目模式到综合变革模式的变迁,演变至今相对清晰和充实。课程模式以情绪智力理论为依据,实现对学生发展的直接干预,但却导致了碎片化和边缘化倾向,同时也受限于授课教师的能力特征。项目模式力图使学生在民主参与合作的氛围中发展社会情感能力,然而项目模式在面对项目干预措施与学校工作的契合度时也表现出无奈。社会情感能力发展策略的综合变革转向,确保了学校在变革中的主体性,校长的领导力提升和教师专业发展为实施质量提供了重要保障。
Promoting students' social emotional competencies has become one of the hot issues in global educational reform and development. Historically, the strategies evolved from the curriculum-oriented model to project-oriented model and then to comprehensive reform model as the current trend. The curriculum model is based on the Theory of Emotional Intelligence, and aimed to provide direct intervention to students, however, it may lead to the fragmentation and marginalization of social and emotional learning strategies and also be constrained by teachers' capacities. The project model is intended for promoting students' social emotional competences through creating a democratic, participatory and cooperative climate, which, however, may be subject to the fidelity and fitting issues. The comprehensive reform model ensures schools' ownership in the process and quality of implementation by improving principals' leadership and developing teachers' teaching profession.
Promoting students' social emotional competencies has become one of the hot issues in global educational reform and development. Historically, the strategies evolved from the curriculum-oriented model to project-oriented model and then to comprehensive reform model as the current trend. The curriculum model is based on the Theory of Emotional Intelligence, and aimed to provide direct intervention to students, however, it may lead to the fragmentation and marginalization of social and emotional learning strategies and also be constrained by teachers' capacities. The project model is intended for promoting students' social emotional competences through creating a democratic, participatory and cooperative climate, which, however, may be subject to the fidelity and fitting issues. The comprehensive reform model ensures schools' ownership in the process and quality of implementation by improving principals' leadership and developing teachers' teaching profession.
引文
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[32] Brackett,M.A.,Rivers,S.E.,Reyes,M.R.& Salovey,P.Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum [J].Learning and Individual Differences,2012(2):218-224.
[33] 曹慧,毛亚庆.美国“RULER社会情感学习实践”的实施及其启示[J].比较教育研究,2016(12):73-79.
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[48] [美] 克莱顿·克里斯坦森.创新者的窘境[M].胡建桥,译.北京:中信出版社,2010.
[50] Rotheram Borus,M.J.,Swendeman,D.& Chorpita,B.F.Disruptive Innovations for Designing and Diffusing Evidence-based Interventions [J].American Psychologist,2012(6):463-476.
[53][69] Durlak,J.A.et al.Handbook of Social and Emotional Learning:Research and Practice[M].New York,London:The Guilford Press,2015:7,7.
[54][55] Oberle,E.,Domitrovich,C.E.& Meyers,D.C.Establishing Systemic Social and Emotional Learning Approaches in Schools:a Framework for School-wide Implementation [J].Cambridge Journal of Education,2016(3):277-297.
[56][57][70] 张东娇.学校变革压力、机制与能力建设策略[J].教育研究,2015(10):47-56.
[59][60] Wandersman,A.,Chien,V.& Katz,J.Toward an Evidence-Based System for Innovation Support for Implementing Innovations with Quality:Tools,Training,Technical Assistance and Quality Assurance /Quality Improvement [J].American Journal of Community Psychology,2012(3-4):445-459.
[61] Tschannen Moran,M.& Gareis,C.R.Principals,Trust and Cultivating Vibrant Schools [J].Societies,2015(2):256-276.
[62][64] Jennings,P.A.& Greenberg,M.T.The Prosocial Classroom:Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes[J].Review of Educational Research,2009(1):491-525.
[63] Reyes,M.R.et al.The Interaction Effects of Program Training,Dosage,and Implementation Quality on Targeted Student Outcomes for the RULER Approach to Social and Emotional Learning [J].School Psychology Review,2012(1):82-99.
[65][66][67] Benn,R.,Akiva,T.,Arel,S.& Roeser,R.W.Mindfulness Training Effects for Parents and Educators of Children with Special Needs [J].Developmental Psychology,2012(5):1476-1487.
[2][39] Durlak,J.A.,Weissberg,R.P.,Dymnicki,A.B.,Taylor,R.D.& Schellinger,K.B.The Impact of Enhancing Students' Social and Emotional Learning:A Meta-Analysis of School-based Universal Interventions [J].Child Development,2011(1):405-432.
[3] Sklad,M.,Diekstra,R.,Ritter,M.D.,Ben,J.& Gravesteijn,C.Effectiveness of School Based Universal Social,Emotional,and Behavioral programs:Do They Enhance Students' Development in the Area of Skill,Behavior,and Adjustment?[J].Psychology in the Schools,2012(9):892-909.
[4] Korpershoek,H.,Harms,T.,De Boer,H.,Van Kuijk,M.& Doolaard,S.A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic,Behavioral,Emotional and Motivational Outcomes [J].Review of Educational Research,2016(3):643-680.
[5] Heckman,J.J.,Stixrud,J.& Urzua,S.The Effects of Cognitive and Non-cognitive Abilities on Labor Market Outcomes and Social Behavior [J].Journal of Labor Economics,2006(3):411-482.
[6] [美] 约翰·杜威.民主主义与教育[M].王承绪,译.北京:人民教育出版社,2001.
[7][17] Cohen,J.Social,Emotional,Ethical and Academic Education:Creating a Climate for Learning,Participation in Democracy,and Well-Being[J].Harvard Educational Review,2006(2):201-237.
[8] [美] 丹尼尔·戈尔曼.EQⅡ——工作EQ[M].耿文秀,查波,译.上海:上海科学技术出版社,2000.
[9][25][26] CASEL.Safe and Sound:An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs [EB /OL].https://files.eric.ed.gov/fulltext/ED482011.pdf.2003-3-1/2019-5-5.
[10][11] Elias,M.J.et al.Promoting Social and Emotional Learning:Guidelines for Educators [EB /OL].https://www.pausd.org /sites /default /files /pdf-faqs /attachments /promoting social and emotional learning.pdf.1997-1-5/2019-5-5.
[12] Greenberg,M.T.et al.Promoting Emotional Competence in School Aged Children:The Effects of the PATHS Curriculum [J].Development and Psychopathology,1995(1):117-136.
[13] Kam,C.M.,Wong,L.W.& Fung,K.Promoting Social-Emotional Learning in Chinese Schools:A Feasibility Study of PATHS Implementation in Hong Kong [J].International Journal of Emotional Education,2011(1):30-47.
[14] Riggs,N.R.et al.The Mediational Role of Neuro-Cognition in the Behavior Outcomes of A Social-Emotional Prevention Program in Elementary School Students:Effects of the PATHS Curriculum [J].Prevention Science,2006(1):91-102.
[15] Lions Quest.Grade 1 Unit 2 Lesson 2 Facilitator Resource Guide[EB /OL].https://www.lions-quest.org /wp-content /uploads /2015 /11 /Grade-1-Unit-2-Lesson-2-Facilitator-Resource-Guide.pdf.2015- 3-5/2019-5-5.
[16] Second Step.Social-Emotional Learning Program:Create a Strong Foundation for Lifelong Learning [EB /OL].http://www.secondstep.org /second-step-social-emotional-learning.2018-4-7/2019-5-5.
[18] Yoder,N.Teaching the Whole Child:Instructional Practices that Support Social and Emotional Learning in Three Teacher Evaluation Frameworks [EB /OL].https://gtlcenter.org /sites /default /files /TeachingtheWholeChild.pdf.2014-1-1/2019-5-5.
[19] Rimm Kaufman,S.E.,Fan,X.,Chiu,Y.J.& You,W.The Contribution of the Responsive Classroom Approach on Children's Academic Achievement:Results from a Three Year Longitudinal Study [J].Journal of School Psychology,2007(4):401-421.
[20][22] Rimm Kaufman,S.E.,Larsen,R.A.,Baroody,A.E.,Curby,T.W.,Ko,M.,Thomas,J.B.& DeCoster,J.Efficacy of the Responsive Classroom Approach Results from A 3-year,Longitudinal Randomized Controlled Trial[J].American Educational Research Journal,2014(3):567-603.
[21] Brock,L.L.,Nishida,T.K.,Chiong,C.,Grimm,K.J.& Rimm Kaufman,S.E.Children's Perceptions of the Classroom Environment and Social and Academic Performance:A Longitudinal Analysis of the Contribution of the Responsive Classroom Approach [J].Journal of School Psychology,2008(2):129-149.
[23] Domitrovich,C.E.et al.Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools:A Conceptual Framework [J].Advances in School Mental Health Promotion,2008(3):6-28.
[24][41][49][51][52][72] Jones,S.M.& Bouffard,S.Social and Emotional Learning in Schools:From Programs to Strategies [J].Social Policy Report,2012(4):1-33.
[27] Solomon,D.,Battistich,V.,Watson,M.,Schaps,E.& Lewis,C.A Six-District Study of Educational Change:Direct and Mediated Effects of the Child Development Project [J].Social Psychology of Education,2000(1):3-51.
[28] Zins,J.E.Weissberg,R.P.Wang,M.C.& Walberg,H.J.Building Academic Success on Social and Emotional Learning:What does the Research Say?[M] New York:Teachers College Press,2004:189-208.
[29] Diane,M.H.Reflecting on Social Emotional Learning:A Critical Perspective on Trends in the United States [J].Review of Educational Research,2009(2):533-556.
[30][34] CASEL.2013 CASEL Guide:Effective Social and Emotional Learning Programmes (Pre-School and Elementary Edition) [EB /OL].https://casel.org /preschool-and-elementary-edition-casel-guide.2013-3-19/2019-5-5.
[31] Rivers,S.E.,Brackett,M.A.,Reyes,M.R.,Elbertson,N.A.& Salovey,P.Improving the Social and Emotional Climate of Classrooms:A Clustered Randomized Controlled Trial Testing the RULER Approach [J].Prevention Science,2013(1):77-87.
[32] Brackett,M.A.,Rivers,S.E.,Reyes,M.R.& Salovey,P.Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum [J].Learning and Individual Differences,2012(2):218-224.
[33] 曹慧,毛亚庆.美国“RULER社会情感学习实践”的实施及其启示[J].比较教育研究,2016(12):73-79.
[35] UK Government.Every Child Matters [EB /OL].https://www.gov.uk /government /publications /every-child-matters 6-7.2003-9-8/2019-5-5.
[36][37][38][43][44] Humphrey,N.,Lendrum,A.& Wigelsworth,M.Social and Emotional Aspects of Learning(SEAL) Programmes in Secondary Schools:National Evaluation[R /OL].https://assets.publishing.service.gov.uk /government /uploads /system /uploads /attachment_data /file /181718 /DFE-RR049.pdf,1,6,6,91,94-95.2010-10-28/2019-5-5.
[42] Durlak,J.A.Programme Implementation in Social and Emotional Learning:Basic Issues and Research Findings [J].Cambridge Journal of Education,2016(3):333-345.
[45][58] Freeman,E.M.Teacher Perspectives on Factors Facilitating Implementation of Whole School Approaches for Resolving Conflict [J].British Educational Research Journal,2014(5):847-868.
[46] UNESCO.Education 2030 Action Framework [EB /OL].http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/EDnew/pdf/FFA-ENG-270ct15.pdf.2015-10-27/2019-5-5.
[47][68] OECD.Skills for Social Progress:The Power of Social and Emotional Skills [EB /OL].http://www.oecd-ilibrary.org /education /skills-for-social-progress_9789264226159-en.2015-3-10/2019-5-5.
[48] [美] 克莱顿·克里斯坦森.创新者的窘境[M].胡建桥,译.北京:中信出版社,2010.
[50] Rotheram Borus,M.J.,Swendeman,D.& Chorpita,B.F.Disruptive Innovations for Designing and Diffusing Evidence-based Interventions [J].American Psychologist,2012(6):463-476.
[53][69] Durlak,J.A.et al.Handbook of Social and Emotional Learning:Research and Practice[M].New York,London:The Guilford Press,2015:7,7.
[54][55] Oberle,E.,Domitrovich,C.E.& Meyers,D.C.Establishing Systemic Social and Emotional Learning Approaches in Schools:a Framework for School-wide Implementation [J].Cambridge Journal of Education,2016(3):277-297.
[56][57][70] 张东娇.学校变革压力、机制与能力建设策略[J].教育研究,2015(10):47-56.
[59][60] Wandersman,A.,Chien,V.& Katz,J.Toward an Evidence-Based System for Innovation Support for Implementing Innovations with Quality:Tools,Training,Technical Assistance and Quality Assurance /Quality Improvement [J].American Journal of Community Psychology,2012(3-4):445-459.
[61] Tschannen Moran,M.& Gareis,C.R.Principals,Trust and Cultivating Vibrant Schools [J].Societies,2015(2):256-276.
[62][64] Jennings,P.A.& Greenberg,M.T.The Prosocial Classroom:Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes[J].Review of Educational Research,2009(1):491-525.
[63] Reyes,M.R.et al.The Interaction Effects of Program Training,Dosage,and Implementation Quality on Targeted Student Outcomes for the RULER Approach to Social and Emotional Learning [J].School Psychology Review,2012(1):82-99.
[65][66][67] Benn,R.,Akiva,T.,Arel,S.& Roeser,R.W.Mindfulness Training Effects for Parents and Educators of Children with Special Needs [J].Developmental Psychology,2012(5):1476-1487.