American Elementary School "Social-Emotional Learning" Course

With the rapid economic growth,the society has become more diversified and internationalized,and the level of education is also constantly improving,but more and more young people's behavioral and psychological problems have quietly emerged.“Social-Emotional Learning” is now more popular to teach students to integrate their own cognition,emotions and behaviors,and to provide students with a process of learning,applying emotional and social skills in activities,that is,promoting students' social emotional abilities.As early as the 1990 s,the United States began to study emotional ability,and based on the research results,developed a series of " SocialEmotional Learning" learning standards and evaluation criteria.Relevant research shows that the school-based " Social-Emotional Learning" course can effectively reduce students' problem behaviors,promote the generation and development of their positive behaviors,help them form a good academic attitude,and thus their academic performance has been significantly improved.In addition,it also plays an important role in understanding and developing good moral qualities.However,China's research on this has only just started,and it is still in the stage of course introduction and preliminary trial.This study selects the "Social-Emotional Learning" course in American primary schools to conduct research,which consists of five parts:The first chapter elaborates on the actual situation of the current "Social-Emotional Learning" course,the reasons for choosing the topic,the definition of the relevant core concepts,the research significance,the content and the method.The second chapter mainly expounds the development stage and theoretical basis of the American "Social-Emotional Learning" course.The course is based on four theories.The theory of psychological resilience,the theory of expansion,the theory of self-determination and the theory of social infection have experienced three periods of germination,development and improvement.The third chapter selects the most representative "Eco-Emotional Learning" Curriculum Standards of the Illinois Primary School in the United States,analyzes the objectives and contents of the course,and interprets the curriculum standards.The fourth chapter analyzes the implementation of the “Social-Emotional Learning” curriculum in American primary schools from the perspective of practice,including the main body of implementation,implementation forms and implementation guarantees.The fifth chapter analyzes the cases of the three courses “CSC”,“4Rs” and “RULER”.The sixth chapter,based on the contents of the first five chapters,explores the enlightenment brought about by the " Social-Emotional Learning" curriculum in American primary schools.