A Study On "Social - Emotional Learning" In Classroom

With the development of science, more and more people realize that high IQ cannot guarantee students high achievements whereas the social and emotional learning of students is considered as an important driver to improve their academic achievement. In 2012, Chinese Ministry of Education-the United Nations Children’s Fund "social and emotional learning(SEL)" project officially launched, which suggests that the "social and emotional learning" has aroused the attention of the relevant education departments in our country. Under the constraints of exam-oriented education in our country, however, cognitive and academic development traditionally is placed on the most important position among the school work, causing "social and emoti onal learning" is absent from pri mary and secondary school education teaching practice. This paper researched the theory of social and emotional learning and the practice in the classroom intendi ng to help students achieve success both in academic development and social development.The paper comprises five chapters aiming to explore the meaning of "social-emoti onal learning" and the ways. The first chapter is introduction, mainly elaborating the research background, methods and significance. The second chapter has made the detailed introduction about emergence and development of "social-emoti onal learning" at home and abroad. The rest three parts are the main parts of this study. Among them, the third chapter, from the perspective of curriculum design expounds the cultivation of "social- emotional learning". There are two means to cultivate students’ ability of "social- emotional learning". One is "social- emotional learning" is learnt through other curriculums such as Morality and Life and Chinese. The second is to develop "social and emotional learning" course. The fourth chapter from the "basic principles" and "implementation" two aspects discussed four kinds of teaching ways to promote the "social and emotional learning", namely, class discussion and debate, role playing and situation experience, behavior training and strengthening, social exploration and service. The fifth chapter relating classroom management with "social and emotional learning", discusses the role and possibility of classroom physical environment, opti mization of psychological environment and institutional environment to promote students "social and emotional learning".