Research On The Cultivation Of Social Emotional Competence Of Primary And Secondary School Teachers In The United State

The rapid development of science and technology has continuously promoted economic globalization,social informatization and cultural diversity.In this context,social emotional competence is becoming a necessary quality for future talents.Without high-level teachers,it is difficult to have high-quality students.The level of teachers’ social emotional competence plays a decisive role in the development of students’ social emotional competence.As the initiator of social emotional learning,the United States has extended its focus from students’ social emotional competence to teachers’ social emotional competence in recent years.Through comprehensive training guarantee and various forms of training practice,the United States has effectively improved the social emotional competence of primary and secondary school teachers.This paper will study the cultivation of social emotional competence of American primary and secondary school teachers from the following four parts.The first part analyzes the cultivation background of American teachers’ social emotional competence,mainly from the sharp social contradictions,the revival of Holistic education,the frequent occurrence of campus violence,the loss of teachers is severe and the demands of teacher professional development.Only by grasping the background of teachers’ social and emotional competence training in the United States can we deeply explore the guarantee and cultivation practice of social and emotional ability training of primary and secondary school teachers in the United States.The second part analyzes the training guarantee of social and emotional competence of primary and secondary school teachers in the United States,including the introduction of supportive policies,the provision of support from scientific institutions,the creation of a social-emotional atmosphere,the reform of teacher certification standards,and the update of teacher evaluation standards.The third part describes the practice of developing social emotional competence for pre-service teachers and in-service teachers in the United States.Taking San Jose State University as an example,the cultivation of pre-service teachers’ social emotional competence in the United States is summarized in details,and the CARE project and teacher training practice in Tennessee are used as examples to clarify the cultivation of social emotional competence of in-service teachers.The fourth part,on the basis of summarizing the characteristics of the cultivation of social emotional competence of primary and secondary school teachers in the United States,combined with China national conditions and educational and cultural background,puts forward five targeted enlightenments.It was found that the social and emotional competence training of primary and secondary school teachers in the United States has four characteristics: the completeness of policies and regulations,the extensiveness of external support,the diversity of pre-service training,and the flexibility of training programs.According to the above characteristics,this study found that the development of the social emotional competence of primary and secondary school teachers in China can start from the introduction of strong guiding policies,the clarification of the role requirements of all parties in society,the development of various forms of social emotional training,the development of localized mindfulness intervention programs,and the construction of an integrated training system.