Research On The Influencing Factors And Countermeasures Of The Development Of Students' Social And Emotional Competence In The Synchronized Classroom Environment

Social and emotional competence refers to the acquisition and effective use of knowledge,attitudes and skills to identify and manage emotions,cultivate caring for others,make responsible decisions,establish positive interpersonal relationships,and ability to cope with challenging situations.Social and emotional competence plays a vital role in students' personal development,which is affected by many factors.Therefore,it is of far-reaching practical significance to explore the influencing factors of the development of students' social and emotional competence under the synchronous classroom environment through remote teaching methods.This study builds a social and emotional competence dimension framework based on CASEL's five-dimensional model of social and emotional competence,mainly through questionnaire survey,observation method,interview method and multiple assessment method,including student self-evaluation,teacher evaluation and observer evaluation,to explore the current situation of the development of students' social and emotional competence in the synchronous classroom environment of X cities and Y counties,and to explore the factors affecting the development of social and emotional competence,and put forward corresponding training countermeasures based on this.Research indicated:(1)The development of students' social and emotional competence is better in a synchronous classroom environment,but the development of the five dimensions is uneven.The specific performance is the highest level of relational skills development,followed by responsible decision making,self awareness and social awareness,and the lowest level of self management development.(2)There are significant differences in the social and emotional competence of students of different genders,grades,left-behind situation,home locations,family economic conditions,classroom types,and synchronized classroom learning time.The specific performance is that the social and emotional competence of female students is significantly higher than that of male students;the development of social and emotional competence of second and fifth grade students is significantly higher than that of third and fourth grades;the development level of social and emotional competence of un-left-behind students is significantly higher than that of left-behind students.(3)Class support,school activities,home-school communication,family economic capital,family social capital,and synchronous classroom learning experience have an impact on the development of students' social and emotional competences,and the influences of class support,school activities,synchronous classroom learning experience,family social capital,family economic capital and home-school communication were successively weakened.Whether they are only children,parental education,family cultural capital,and teachers' education behavior does not constitute an important influencing factor of students' social and emotional competence.Based on the existing research results,teacher-student interview content,and observation and analysis of teaching activities,this study proposes strategies for improving and cultivating students' social and emotional competence in a synchronized classroom environment,that is,by creating a good school and family atmosphere and combining school-family education balance the development of the internal dimensions of students' social and emotional competence;implementing different education for male and female students according to gender differences;improving the synchronized classroom learning experience by optimizing synchronized classroom teaching;and relying on synchronized classrooms to set up social emotional learning courses and integrating social emotional learning into the courses Teaching.