Research On The Cultivation Of Social And Emotional Skills Based On The Development Of Quality Education

On the basis of fully implementing quality education,the report of the 19 th CPC National Congress clearly puts forward the new requirements of "developing quality education".Based on the new ideas and requirements of developing quality education,this paper puts forward that social and emotional skills(SES),as an important aspect of people's all-round development,constitutes an important content of quality education.Promoting the balanced and all-round development of students' cognitive ability and SES are the goal and path of developing quality education,Education reform should take strengthening the cultivation of students' SES as the breakthrough of developing quality education and the growth point of promoting the high-quality development of education.SES has not been paid enough attention in our school education.On the one hand,many schools confuse it with moral education and mental health education,and lack consciousness in the cultivation of SES;On the other hand,the current education and teaching system generally pays too much attention to the cultivation of cognitive ability,and the research and teaching of knowledge points have reached the "peak" level,but the research and practice of the cultivation of SES are still seriously lacking,showing a state of "looming" and "if there is nothing",and the concept of SES is still vague,It has not been raised to the height of people's all-round development and paid full attention to it,Based on the understanding of the relationship between the development of quality education and the cultivation of SES,this paper makes a systematic study on the related problems of the cultivation of SES.The core question of this study is how to strengthen the cultivation of SES to implement and develop quality education? To answer this core question,we need to build a systematic understanding at the theoretical level(Chapters 3,4 and 5),provide research evidence and lessons that can be used for reference at the practical level(Chapters 6 and 7),and lead the implementation of SES training through systematic scheme design at the policy level(Chapter 8).Accordingly,this paper presents the progressive research content and conclusions from three aspects: theoretical understanding,practical evidence and policy suggestions.At the level of theoretical understanding,firstly,the premise of strengthening the cultivation of students' SES is to have a systematic understanding of the structural framework and theoretical support of the cultivation of SES.The structural framework of SES comes from the "Big Five personality" theory.Combined with the OECD research framework,this paper divides it into "5+1" dimensions,a total of 19 skills.Based on the interpretation of the connotation of different dimensions of skills,it is analyzed that SES has the functions of motivating,regulating,maintaining and strengthening.At the same time,it has systematic theoretical support for the cultivation of SES.First,at the philosophical level,it takes Marxist Humanistic Theory as the fundamental follow,and emphasizes that human sociality is the fundamental basis for the development of SES;Second,at the scientific level,the supporting theory is multidisciplinary and multidimensional,including the theory of positive youth development,the theory of new human capital,the theory of social relations and interaction,Chinese traditional cultural thought and the relevant research of brain science and neuroscience,which theoretically answer the questions of the connotation and cultivation of SES.Secondly,the cultivation of SES should be based on the process of developing quality education,because SES constitute the basic content of quality education.In the historical change process of China's quality education policy,policy discourse has changed from paying attention to innovative spirit and practical ability to paying attention to the expression of social responsibility,family and country feelings and healthy personality,which makes the quality education policy point to the cultivation of SES.At the level of practical evidence,on the one hand,we should have a clear understanding of the performance level and influencing factors of Chinese students' SES,the current situation and main problems of school cultivating.Based on the implementation of OECD study on social and emotional skills project and the analysis of evaluation data,this paper presents the performance and main influencing factors of the development of Chinese students' s SES,proves that SES is measurable and cultivable,and the scientific evaluation of SES can become a new growth point for the development of quality education.Based on the understanding of the evaluation conclusion,this paper combined with multi-level personnel interviews,the guidance of policy ideas is not in-depth,the guidance of educational evaluation is unbalanced,the curriculum teaching practice is not systematic Inadequate development of teachers' ability.On the other hand,it is found that the cultivation of SES is the focus of national education strategies,and the content of SES concerned by the policy level is constantly enriched and expanded with the development of the times;The two different policy practice models and key points of policy design in the United States and Britain provide important experience for the policy design of SES cultivating in China;The implementation characteristics and difficulties of the two domestic practical projects of SES cultivating further illustrate the importance of systematically designing and implementing policies related to SES cultivating.At the level of policy suggestions,this study puts forward five policy paths on how to further strengthen the cultivation of SES.First,in terms of strategic positioning,the cultivation of SES is clearly an important direction for the development of quality education and incorporated into the policy discourse system;Second,in terms of framework standards,formulate the content of SES framework with Chinese characteristics and development standards in different grades and stages,and link it with strategy,policy plan and evaluation practice;Third,in terms of curriculum construction,promote the design of special courses,interdisciplinary subject courses and integrated into the moral,intellectual,physical,aesthetic and labor education courses,and promote the integration of society and ability training from scattered to overall;Fourth,in educational evaluation,promote the integration of SES evaluation into policy,practice and evaluation system,and support the best teaching through the scientific measurement and evaluation of SES;Fifth,in the promotion of teachers,we should create good conditions for the development of teachers' own SES.For pre service teachers,we should reform the training program for normal students,set up compulsory courses for SES teaching skills,and provide systematic and specialized training opportunities and development standards for in-service teachers.