From “Museum Visit” To “Museum Experience”--Research On The Cultivation Framework Of Social And Emotional Skills Through Museum-School Collaborations

Social and Emotional Skills(SES)is an important grip on the development of children’s non-cognitive skills and has received global attention in the education community for its definition of key components,global measurement,and differentiated development pathways for students of different ages.The development of social and emotional competence is a process by which children and adults learn to understand and manage emotions,set,and achieve positive goals,feel,and express empathy for others,build and maintain positive relationships,and make responsible decisions.Since the introduction of the concepts of "core literacy" and "moral education," China’s education policy has been transformed to focus on social and emotional competencies in primary and secondary education practices.In the context of the "double reduction policy" and the national policy of further cooperation between museums and schools,primary and secondary schools in China need to re-integrate their curricula and the diversity of resources,establish innovative mechanisms of cooperation between museums and schools through the rational use of social resources,and deepen the implementation of the transformation of education policy in educational practice.Based on the shift of educational policy from "test-taking ability" to "core literacy",this study aims to investigate the current shift of library-school cooperation programs from "passive visitation" to "concrete experience" using the paradigm of educational ecology.This study aims to investigate the educational practice of the current schoollibrary cooperation program from "passive visitation" to "embodied experience",and to present the educational objectives,educational paths,educational guarantee conditions and educational effectiveness of social and emotional competence development in primary and secondary schools under the innovative mechanism of school-library cooperation.According to the types of leaders of museum-school cooperation,this study classifies three types of museum-school cooperation mechanisms in education practice,namely,school-led,museum-led,and higher-level department-led museum-school symbiosis type of museum-school cooperation innovation mechanisms.Through interviews with decision makers from higher authorities in the education system,teachers in charge of the museum-school cooperation programs in primary and secondary schools,and museum staff,this study concretely presents how the similarities and differences of museum-school cooperation under different cooperation mechanisms are manifested for the development of social and emotional competence.In general,based on the educational practices under the innovative mechanisms of school-library cooperation with different types of leaders,this study has the following findings.First,in terms of educational goals,the most suitable social and emotional competencies to be cultivated through library-school cooperation are creativity,cooperation,empathy,and responsibility.In the current educational practice,a threedimensional goal framework containing social and emotional goals,disciplinary goals,and museum knowledge goals has emerged,and its framework design and practice have shown innovative interdisciplinary and supra-disciplinary penetration and integration.The development of social and emotional competencies under the museum-school partnership mechanism is closely related to the type of museum itself,the public space properties of the museum,and the mode of museum-school partnership activities,in which the correspondence and forms of specific competencies vary.History museums tend to cultivate empathy and responsibility,while art and science museums focus on creativity and cooperation.Second,in terms of educational pathways,compared to the more common classroom-based educational pathways in schools,the social and emotional competencies developed through museum-school partnerships demonstrate an irreplaceable level of embodied experience,integrated practice,and thematic richness,allowing museums to create the kind of context-based learning that is difficult to meet in the school setting and that is emphasized in the Core Literacies.Museums can create authentic context-based learning environments that are difficult to meet in the school setting and that are emphasized in the Core Literacies.In the process of cultivating creativity and cooperation among elementary and middle school students,museum-school cooperation projects are often based on integrated practical inquiry and project-based learning;in the cultivation of empathy and responsibility,experiential learning emphasizing embodied experience and multi-sensory immersion is the educational approach.Third,in terms of educational security conditions,the emotional shift in domestic and international educational policies has put forward objective requirements for the change of China’s school education and education model,while the vigorous development of teaching and research resources in primary and secondary schools and museum educational resources has provided subjective conditions for the implementation of the policies.Fourth,in terms of educational effectiveness,museumschool cooperation is important for motivating primary and secondary school students to participate in after-school services and for developing their context-based social and emotional skills in a "home-school-community" environment.Therefore,this study concludes that museum educational resources have unique value for the cultivation of social and emotional skills of primary and secondary school students,and the establishment and development of museum-school cooperation mechanisms have important implications for educational practices and educational innovation in primary and secondary schools.In the future educational practice of social and emotional competence cultivation in primary and secondary schools,we should further increase the use and attention to social resources and conduct in-depth exploration and further exploration of the integration of museum educational resources and the innovation of the museum-school cooperation mechanism.