The Comparative Research On Foreign Curriculum For Social And Emotional Learning Of Adolescents And Curriculum Development

With the rapid growth of China’s economy, people’s living standards are improving, showing a society more diverse and international trend. At the same time, the domestic level of education is improving, but more and more behavioral and psychological problems of adolescents quietly revealed. Social and emotional learning is now more popular learning process for students to learn how to integrate their cognition, emotion and behavior, and do activities to provide students’practical, emotional and social skills.In the early 1990s, the United States began the study of emotional competence and develop a series of learning standards and evaluation criteria of social and emotional learning based on research results. Research shows that school-based social and emotional learning programs can effectively reduce the children’s problem behavior, promote the production and development of their positive behavior and help them to form a good learning attitude, thus academic achievement has been significantly improved, in addition to students understand and develop good moral character also played a significant role. Foreign countries also actively introduce relevant courses, have achieved good results. In China, this study only just started, it is still in the trial stage.In this study, six middle schools from Danfeng County of Shangluo City, Shaanxi Province, Luoyang City, Henan Province Yiyang County and six secondary schools in Yueyang Xiangyin County conducted an investigation, a total of nearly 2,500 adolescents participated in the survey. From this study, we learnt about the current situation of social and emotional competence for teens in Poverty areas of central and western China. We found that the region, gender and age have significant differences, but also showed some common problems:can’t correctly understand themselves; delicate emotions, often influenced by negative emotions; self-control is poor, impulsive; good interpersonal relationships, but easily affected; can’t have a good way to solve emotional problems. It laid the foundation for determining course content.Meanwhile, we also do some comparative research for the outstanding foreign programs. This paper selected four courses:PATHS (Promoting Alternative Thinking Strategies), Strong Kids, Illinois implement social emotional learning curriculum and the SEAL curriculum from Britain, to analyze the the training objectives, evaluation criteria, specific course content and implementation processes, and practical application of the results of the course, and ultimately concluded that:the educational environments of PATHS projects and Strong kids projects are in the classroom. In comparison, the cost of these two programs are relatively low, and both of them are more refined courses. Social and emotional learning in Illinois and the United Kingdom SEAL courses are top-down, covering more specific. It is enormous for our country to reference in development.Eventually, a learning book and teacher’s manual based on field research and curriculum comparison which is suitable for our teens was used in China’s nine provinces:Inner Mongolia, Gansu, Shanxi, Hunan, Henan, Hebei, Guangxi, Guizhou and Yunnan for nearly 9,000 students, and received unanimous praise. This attempt is just the beginning of the study, there are still many problems need to be more systematic and in-depth study.