A Research On The Design Of Inquiry Teaching For Cultivating The Social And Emotional Learning Ability Of Middle School Students

Students' emotional education has been receive more and more attention,with the gradual deepening of the new curriculum reform.Ministry of Education-UNICEF released the "Social Emotional Learning(SEL)" project,which supported by the Chinese Ministry of Education and UNICEF.Implementation of this project means that social and emotional learning is gradually entering the compulsory education stage in China.However,most of the students' social and emotional learning ability is integrated in the curriculum because of the Educational restrictions,so the training mode is relatively simple.Therefore,our study focus on two questions base on the Social Emotional Learning Course in Shanghai A's school,and combined with the students social emotional learning ability.The first question is how to design an inquiry-based instructional design model for cultivating middle school students' social and emotional learning ability? The second question is the inquiry-based instructional design model for cultivating middle school students' social and emotional learning ability helpful in improving the social and emotional learning ability of middle school students? Base on this two question,our study estimate the connotation and characteristics of inquiry learning and social emotion learning,and find that with a correlation between this two aspects.Finally,we believed that inquiry-based learning can promote students' social emotional learning ability.We also using the action research for research design.The design first constructing an inquiry teaching design model that combined with the basic structure of inquiry learning and the characteristics of social emotional learning ability for cultivating middle school students' social and emotional learning ability,and we than implement the first round of teaching design base on this model.We will using the questionnaire that combined with relevant questionnaires and scales for measuring social emotional learning ability to test the students emotional ability,after the end of the teaching.We found that the students' social and emotional abilities are generally improved steadily by compare with the before and after test.And another question that students have big problems in the problem definition stage has been founded through interviews and student process evaluation.Thus,In the process of model revision,we added the problem formulation technology(QFT)into the problem definition section.We measuring and analyzing students social emotional learning ability again,after the second round of teaching.And concluded that the students' social and emotional learning ability has been greatly improved,generally.This study finally concluded a set of inquiry-based instructional design for cultivating middle school students' social and emotional learning ability,and this result colud provides reference for follow-up researchers.