摘要
在明确了德育课程作为我国儿童社会情感教育重要构成的“应然”的基础上,此研究参考社会情感学习理论框架对我国小学德育课程的官方课程文本(教科书)进行文本分析。研究发现,我国小学德育教科书在内容层面为儿童的社会情感能力发展提供了大量且全面的学习机会,但这些学习机会的铺排是失衡的,偏重于社会道德要求和规则的认知,却忽视了自我意识的激发和自我管理能力的培养,未能有效支持儿童社会情感能力的进阶发展。欲科学发挥德育课程的社会情感教育功能,教科书的内容设计宜适当增加和科学铺排自我意识和自我管理维度的社会情感学习机会,引导基层德育工作者充分认识和积极挖掘德育课程的社会情感教育功能。
With the confirmation of the moral curriculum as an important component of children s social emotional education,the study draws on the SEL theoretic framework to analyze the textbooks for primary school moral education.The findings confirm that our moral curriculum textbooks for primary education have offered massive and inclusive SEL learning opportunities,which are unbalanced,with the focus on the cognition of social moral requirements and rules,but ignoring the stimulation of self-consciousness and self-management ability.Therefore,the textbooks failed to effectively support the advanced development of children s social emotional ability.In order to give full play to the social and emotional education function of moral education courses,we should appropriately increase and scientifically arrange the social and emotional learning opportunities in the dimensions of self-consciousness and self-management,and guide teachers to fully understand and actively explore the social and emotional education function of moral education courses.
作者
张倩
何依儒
ZHANG Qian;HE Yiru(Faculty of Education,Capital Normal University School,Beijing 100037,China)
出处
《湖南师范大学教育科学学报》
CSSCI
北大核心
2022年第1期25-33,共9页
Journal of Educational Science of Hunan Normal University
基金
全国教育科学“十三五”规划国家一般课题[BHA200153]。
关键词
社会情感学习
德育
教科书
social and emotional learning
moral education
textbooks
