Current Situation Review And Promotion Strategy Of Junior High School Students’ Social Emotional Competence

Social emotional competence consists of five core dimensions: emotional regulation,engaging with others,collaboration,open-mindedness and task performance.The concept is based on Water and Sroufe’s description of “capable person”: a person who can make flexible and applicable adjustment to demands and is good at taking advantage of opportunities in the external environment.The cultivation of social emotional ability echoes the concept of holistic education in the 21 st century.Under the background that academic ability ranking has no longer become the main criterion to measure talents,the cultivation of social emotional ability,which is related to talents’ self-management and individual responsibility and other non-academic core abilities,expresses the important concern of the country to cultivate globally competitive talents.The cultivation of social emotional ability is not only a rational way to cope with the intensification of global talents,but also conforms to the needs of personal growth and social development.It has a good performance in maintaining the physical and mental health of young people,improving academic achievement,improving life happiness,promoting social participation and other aspects.However,it is found that the negative background of “Performance-based doctrine”in the real education situation leads to serious mental barren phenomenon of teenagers without social emotional ability.Social emotional ability is an important guarantee for promoting students’ physical and mental health and academic achievement.Therefore,based on Theory of Emotional Intelligence,this paper uses the methods of literature analysis,questionnaire and interview to explore the current situation and problems of social emotional cultivation of middle school students in our country,and analyze the reasons.On this basis,the paper puts forward the promotion strategy of middle school students’ cultivation of social emotional competence.Therefore,in addition to the introduction,this paper also includes five parts: definition and analysis of the concept of social emotional competence,investigation of the situations and problems of junior high school students’ social emotional competence,as well as the cause analysis and promotion strategies.Through the cluster sampling questionnaire survey of Wuhan H junior high school students and the semi-structured interview survey of relevant personnel,the research finds that Wuhan junior high school students have deficiencies in emotional regulation and communication ability.Specifically,junior high school students have weak emotional control and are unable to control the highly conflicting emotional changes brought about by the sameness conflict of adolescence.Secondly,junior high school students are subjected to multiple pressures,mainly academic pressures,which make it difficult for them to relieve themselves without being overburdened,inducing negative emotions such as anxiety,tension and depression in junior high school students.Finally,junior high school students are trapped by the tug of group identity and alienation,and fall into communication difficulties due to the isolation of communication space and the exclusion of communication objects.The practical reasons for the problems of junior high school students’ social emotional competence,mainly involving four aspects.First of all,the emotional needs of junior high school students after they enter adolescence do not match with home-school support.Due to the stereotypes between teachers and parents,parent-child power disputes,home-school communication is inadequate,and parents and teachers often ignore the real emotional needs of teenagers in a sensitive period(such as maintaining self-esteem,getting rid of parents’ control,etc.).Secondly,the overload of school education makes it difficult to cultivate students’ social emotional competence.On the one hand,school time is allocated to excessive subject teaching and guidance for parents;on the other hand,many teachers also lack the attitude and skills to cultivate students’ social emotional competence.Thirdly,family education,the main position of cultivating students’ social emotional competence,has been lost.Many parents lack professional knowledge and experience of family education,and due to the inter-generational transmission of family education and the deviation of family education concept,the anxiety and academic pressure transmitted from family to junior high school students is especially worse.Finally,social education has not taken on the important support of cultivating students’ social emotional competence.The single performance-oriented evaluation system in the society imposes heavy pressure on students.The popularization of electronic media and lack of supervision also cause students to fall into the trap of social isolation,and the society has not provided rich cultural environment for students’ off-campus social emotional cultivation.In view of the practical reasons for the cultivation of junior high school students’ social emotional competence,this study tries to explore improvement strategies from three aspects: reducing the burden of school education,returning family education to its rightful place,and improving social support.First,guiding educational practice with multiple evaluation system,clarifying the boundaries of responsibility and rights between home and school,improving teachers’ social emotional guidance ability,and giving full play to the combined efforts of home and school education.Second,to build a small family society,through family meetings,family school and other specific ways to build a warm family atmosphere,regulate family anxiety,improve parents’ social emotional guidance ability.Finally,we should improve the multi-identity system of the society,deepen the reform of the education system,build a comprehensive social support network,and develop a meaningful off-campus leisure world for students.