On Social Emotional Learning At The Background Of Three-dimensional Object

Social and emotional learning (SEL) is proposed to make children get the emotion management skills and social skills, and using the knowledge and skills to form good attitude of learning and life, including five aspects:self-awareness, social awareness, self-management, responsibility, self decision-making and interpersonal interaction. SEL is significant to promote physical and mental health of students, academic scores, social level, sense of accomplishment and to promote quality education. The implement of SEL is mainly affected by people’s educational idea, policy support, teachers’ability, training level, enough time and resources, parents and the community support and other factors. Therefore, the effective implementation of SEL requires the change of idea, strengthen the study and training, creating good environment, organize various activities, discipline penetration, concrete planning, policy and law support, parents and social participation, and other ways systematically to build the SEL implementation system.Social and emotional learning is an important part of "emotion goal" of the three-dimensional objectives, mainly purpose is to cultivate positive emotion quality, namely, recognize and control ourselves, understand and care others, make rational decisions and form their own decisions and good interpersonal skills, which enable the students to reasonably treat self, others and the environment. Therefore, SEL is the foundation of develop other social emotions, and the necessity of shaping the students’healthy personality.Firstly,I conducted the survey of the present situation of the implementation of social and emotional learning in the primary school curriculum implementation by means of observation and interview investigation, the object of study is a primary school in Nanjing. The observation method is mainly used to study the situation of subject curriculum, activity curriculum, hidden curriculum; Interview method mainly conducted by asking the schools’teachers about the implementation problems of SEL, in order to gain a real understanding of SEL. Through the survey, we found the SEL implementation of primary school curriculum still in dispersion, spontaneous state, that is:teachers generally do not attach much importance of SEL; low level of implement; lack effective implementation strategy and evaluation system. The main reasons causing the situation is:the examination-oriented education system makes our intellectual education has changed little; SEL itself’s complexity; teachers lack enough training; and teachers don’t have enough knowledge of each student.Secondly, in view of the present situation, problems and reasons, we use literature analysis and case analysis to study how to permeate SEL in the implementation of primary school education from the three dimensions:subject curriculum, activity curriculum and hidden curriculum. And each chapter starts from the aspects of macro considerations, specific link, case analysis, which just being preliminaly discussed, and propose corresponding countermeasures, in order to have positive help on how to penetrate SEL in the education of primary school curriculum.As a result, the implement of SEL has a long latent process. However, its penetration and influence is difficult to accurately quantify and put into practice. The first thing to do is clearly establish children-oriented idea and keep it for a long time, which is also the most important and fundamental guarantee of implementation.This research just under the background of the curriculum reform of basic education in "Three-dimensional target" especially "emotion goal", studies in low level about how to penetrate SEL in the subject curriculum, activity curriculum and hidden curriculum of primary school education,and there are many questions remain, such as whether we can establish SEL curriculum and what is the status of these curriculums or activities in the education, which demand further research.