| Social and emotional skills is a general expression of various abilities other than human cognitive ability,which refers to the ability involved in the process of achieving goals,cooperating with others and managing emotions.The cultivation of students’social and emotional skills has attracted the attention of many countries in the world.It is an important consensus and reform trend in the development of education in the world today.It is also an important aspect in the promotion of quality education in China.Therefore,it is of far-reaching practical significance to explore how to promote the development of students’ social and emotional skills in the course of teaching.Based on the assessment framework of Students’ social and emotional skills developed by OECD(Organization for Economic co-operation and Development),this paper analyzes students’ self-reports,questionnaires and teacher’s observer reports,the Chinese reading teaching of serialized mind map in senior high school aimed at the development of students’ social and emotional skills,and finds that the method is helpful to improve students’ learning motivation,cooperation willingness and learning emotional management.This paper is divided into six parts:In the introduction part the research background,problems to settle,research contents,significance&methods,and documents available are summarized to lay the theoretical foundation of this paper.The second part analyzes the necessity and feasibility of the research.At present,the mind map commonly used in the Chinese reading teaching in senior high school is mostly used in a scattered way.Though it has the advantages of highlighting students’main position,improving students’ thinking quality,stimulating students’ learning enthusiasm,and improving the effectiveness of teaching,it also inevitably results in the limitations of students’ language expression ability and of the development of systematic thinking,and leads to the constraints on students’ creativity.It is not conducive to stimulating students’ deep-seated achievement motivation,and as a result restricts the development of students’ cooperation ability.Its advantages focus on improving students’ability of text interpretation,while its disadvantages concentrate on restricting students’development of social and emotional skills.The problem can be solved effectively by upgrading the scattered mind map into serialized mind map in Chinese teaching.From the angle of effective social emotion project which has the serialization,the initiative,the focus,and the explicit principle,this chapter carries on the analysis to the Chinese reading teaching of serialized mind map and proves its feasibility from the theoretical perspective.The third part,from the practical level,explains the composition and process of Chinese reading teaching of serialized mind map in senior high school,and makes a classified research of its components.This chapter mainly from the teaching goal fusion,the teaching method,and the teaching process launches the pertinence teaching design to lay the foundation for the teach ing practice.The teaching goal includes not only the core quality goal of the Chinese course,but also the social and emotional skill goal.The teaching methods used in the process are the lecturing method,the demonstration method,the question-driven,the independent inquiry and the cooperative study;The teaching process includes three-dimensional mind map,work display,after-class supplement and so on.The fourth part carrying on the contents of the previous chapter,analyzes the teaching practice based on instructional design,taking the teaching case and the student mind map work as the support,and displays the social and emotional development of students in this kind of teaching mode.Practice has proved that:in the actual teaching,the students’ social emotion of each dimension is developed comprehensively,but in a specific link,the development of each dimension has primary and secondary points.All the teaching cases presented in this chapter are typical.Each case focuses on one or two dimensions of the development of students’ social and emotional skills and shows the development process.The teaching items selected,such as reading the whole book of"local China","in the restaurant","carefree tour" and "the record of Xiang Yu",include both compulsory and elective items;both classical Chinese and Modern Chinese;both single-piece teaching and the teaching of the whole book.These cases are typical examples in the teaching of Chinese reading in Senior High School,which proves the universality of this mode of the Chinese reading teaching of serialized mind map aimed at the development of students’ social and emotional skills.The fifth part is the teaching evaluation of Chinese teaching of serialized mind map in senior high school aimed at the development of students’ social and emotional skills.In this paper students’ self-reports,questionnaires and teacher’s observer reports are analyzed to evaluate the process and trend of the development of students’ social and emotional ability in this teaching mode.We find in this chapter that the teaching practice of Chinese reading of serialized mind map in senior high school aimed at the development of students’ social and emotional skills proves that the students’ social and emotional skills can get a better development.The development of students’ social and emotional skills is generally good,but the development of each dimension is not balanced.The development of students’ social and emotional skills has the characteristic of "spiral rise".Class atmosphere affects the development of students’ social and emotional skills;Some differences result from different evaluation methods.The sixth part is the conclusion,through which the insufficiency of this research is identified,and the prospects are put forward. |
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