Whether The Social And Emotional Learning (SEL) Independent Curriculum Is Effective

With the increasing of juvenile delinquency rate,the educators worldwide gradually realize that there is a great defect in pursuing the education of overemphasizing students’ cognitive ability in the form of examination oriented education.Since the 1990 s,the developed countries,led by the United Kingdom and the United States and Australia,have attempted to achieve the whole person education in the form of the social and emotional learning(SEL)project.A meta-analysis of 213 SEL programs shows that SEL has a positive effect on students’ academic achievement,perceived school climate and teacher-student relationship.In China,SEL related projects are still in the initial stage.The research area is mainly concentrated in remote villages and towns in the central and western regions,and the number of empirical studies is relatively small.Although our country has started the SEL project plan since 2012 and has achieved certain results,the concrete implementation process has not improved greatly,which does not mean that SEL project is invalid or not feasible in our country.SEL project has been proved to be effective in Europe,America,Singapore,Japan and other countries,but the specific implementation process also needs to consider the different national conditions of each country.Chinese people’s views on SEL course are not fixed,but will present a dynamic process with the development of the times.As a member of the research,what we need is action and patience.The purpose of this study is to explore the correlation or influence of SEL programs based on independent courses and class units on students’ self-regulation ability,academic performance,personal concepts and behaviors through teaching SEL courses for one semester to students in Grade 3 A of M Primary School.Through the analysis of questionnaires,course evaluation forms,group interview reports and classroom observation scales,it is found that: 1)Before students learn SEL course(pre-questionnaire test),relevant self-management(including emotional regulation,attention and self-control ability)and interpersonal communication problems are prominent.2)Independent SEL course has certain influence on pupils’ social emotional ability,self-esteem and self-regulation ability,especially self-esteem,which shows a significant improvement in statistical significance during the semester of the study.3)There is a dynamic correlation between students’ academic performance and SEL’s social awareness and self-regulation ability.In the post-test,the students’ mathematics achievement is positively correlated with their Self-regulation(r = 0.354,p <.05),while self-esteem is not only positively correlated with self-regulation(r = 0.370,p <.05),but also positively correlated with SEL,social consciousness,self-management and peer relationship(r = 0.508,0.318,0.474,0.345,p<.05),which fully proves that students’ self-regulation ability has a strong predictive effect on their self-esteem and other aspects.4)Parents and students are very satisfied with the positive effects of SEL courses of this type,and students have shown positive feedback in their behaviors and attitudes.5)there was no significant difference in SEL,self-esteem and self-regulation between the three major aspects of students(p >.05).