Research On The Optimization Of Comprehensive Sexuality Education For Middle School Students From The Perspective Of Social-emotional Learning Theor

Sexuality,as an instinctive and fundamental human need,is an important part of life and a key issue in the developmental stages of adolescence.Middle school students are in a period of mature sexual physiological mechanism,establishment of gender consciousness and rapid germination of emotions.Comprehensive sexuality education is an important means to popularize comprehensive sexual knowledge,increase students’ sexual-related skills and cultivate students’ correct emotional attitude,which can escort the sustainable and healthy development of middle school students.However,the current sexuality education in middle schools still has some deficiencies,which are mainly manifested as single teaching form,lack of teaching content and negative teaching objectives,etc.,which have not yet met the requirements of comprehensive sexuality education.On the one hand,it is instinctive curiosity and exploration;on the other hand,the casual and lack of sexuality education in school makes students who know little about it be bound by a large amount of irresponsible information,which leads to inappropriate sexual behavior or sexual harm,endangering the physical and mental health of students.Therefore,it is imperative to optimize the current middle school sexuality education and promote the development of middle school sexuality education towards a comprehensive direction.Through the framework of comprehensive sexuality education proposed by UNESCO,this study analyzes the content of sexuality education in the textbooks of the human education edition for high school students.Based on the theory of social-emotional learning,this study takes textbooks as the text resources of sexuality education,takes classrooms as the places where sexuality education takes place,and puts forward optimization suggestions on the integration and penetration of sexuality education in the curriculum.This paper’s research can be broken down into the following categories:First,explore the current status and problems of sex education in middle schools.First of all,taking the framework of comprehensive sexuality education proposed in the<International Technical Guidance on Sexuality Education: An evidence-informed approach(Revised Edition)> as the standard,and analyze and sort out the sexuality education in middle school textbooks.It is found that the content in the textbook can be used as the medium for comprehensive sexuality education to permeate the subject,but the content of sex education is not comprehensive,systematic and theoretical.Second,the author conducted a questionnaire survey on the status quo of sex education in middle school,and made a statistical analysis on the results of the survey.It is found that there was a gap between the content and objective of sex education in middle school and comprehensive sexuality education.The analysis results of this chapter will be the practical basis for optimizing penetrative sex education in middle schools.Secondly,it expounds the content of social-emotional learning theory,and analyzes the value,possibility and necessity of combining it with sex education.The application of social emotional learning theory to optimize sexuality education is conducive to the realization of comprehensive and systematic sexuality education in middle school and the comprehensive development of students’ knowledge,emotion and skills.Thirdly,based on the theory of social-emotional learning,the author puts forward optimization suggestions on the penetration of sexuality education into subjects from three aspects: teaching content,teaching method and teaching environment.Finally,combining the proposed strategies,the lesson "Boys and Girls" is taken as an example to present the specific teaching design.