从斯蒂芬妮M. Jones和Emily J. Doolittle的介绍作文,称为“社会和情感学习:介绍问题:”
“越来越多的研究表明,社会和情感学习(SEL)对重要的人生结果非常重要,比如在学校、大学入学和毕业,以及后来的收入。”这项研究还告诉我们,SEL可以在学校里教授和培养,这样学生就可以提高他们整合思维、情感和行为的能力,从而带来积极的学校和生活结果。尽管社交和情感学习这个术语已经出现了20年,但我们最近看到家长、教育者和决策者对SEL的兴趣急剧上升. ...所有50个州在学前阶段都有SEL标准,4个州(伊利诺斯州、堪萨斯州、西弗吉尼亚州和宾夕法尼亚州)在幼儿园到12年级都有SEL标准. ...我们也知道教师们相信SEL技能是可以被教授的,尽管他们可能并不总是知道在他们的课堂上最好的方法. ...SEL还有很多其他名字。这一系列技能的常用术语包括性格教育、个性、21世纪技能、软技能和非认知技能,仅举几个例子. ...
“但谈到SEL时,我们在谈论什么呢?”研究人员、教育工作者和政策制定者都难以确定这个广泛的领域到底包含了什么,以及没有包含什么。受欢迎的媒体强调了一系列广泛的技能,如勇气、同理心、成长心态、社交技能等等。SEL的核心是儿童学习和管理自己情绪和互动的能力,这种能力有利于自己和他人,有助于儿童和青少年在学校教育、工作场所、人际关系和公民身份方面取得成功。为了有效地管理情绪和社会互动,需要认知技能的复杂相互作用,比如注意力和解决问题的能力;关于自我的信念,比如对能力和自主性的认知;社会意识,包括对他人的同理心和解决冲突的能力. ...
“Decades’ worth of research suggests that something other than academic skills and content knowledge strongly influences success in school and beyond. Indeed, SEL skills may be just as important as academic or purely cognitive skills for understanding how people succeed in school, college, and careers. In addition, preliminary evidence suggests that SEL skills could be central to understanding and remediating stubbornly persistent gaps in achievement defined by income and racial/ethnic differences. ..."从梅根M. McClelland,Shauna L. Tominyy,Sara A. Schmitt和Robert Duncan:
“Three strategies appear to make interventions more successful, the authors write. First, many effective SEL interventions include training or professional development for early childhood teachers; some also emphasize building teachers’ own SEL skills. Second, effective interventions embed direct instruction and practice of targeted skills into daily activities, giving children repeated opportunities to practice SEL skills in different contexts; it’s best if these activities grow more complex over time. Third, effective interventions engage children’s families, so that kids have a chance to work on their SEL skills both at school and at home. Family components may include teaching adults how to help children build SEL skills or teaching adults themselves how to practice and model such skills.
“Are early childhood SEL interventions cost-effective? The short answer is that it’s too soon to be sure. We won’t know how the costs and benefits stack up without further research that follows participants into later childhood and adulthood. In this context, we particularly need to understand how the long-term benefits of shorter, less intensive, and less costly programs compare to the benefits of more intensive and costlier ones."从摘要“促进小学社会和情感能力”,由Stephanie M. Jones,Sophie P. Barnes,Rebecca Bailey和Emily J. Doolittle:
但是来自小学SEL项目最严格的研究的证据是模糊的。一些研究发现很少或没有影响,而其他研究发现重要和有意义的影响。或者研究发现对某些学生群体有影响,但对其他群体没有影响。造成这种差异的原因尚不清楚,因此很难根据证据来解释和采取行动。针对小学年级设计的SEL项目的影响差异的来源是什么?为了找到答案,Stephanie Jones, Sophie Barnes, Rebecca Bailey和Emily Doolittle研究了11个广泛使用的学校SEL干预背后的变化理论是如何与这些干预措施的结果相一致的。他们的核心结论是,影响的差异可能源于不精确的计划目标与过于笼统的结果衡量方法不一致。也就是说,项目评估往往无法衡量学生是否掌握了项目想要传授的精确技能。”从摘要为“青少年的社会和情感学习计划”,由大卫S. Yeager:
“On the positive side, Yeager finds that effective universal SEL can transform adolescents’ lives for the better. Less encouragingly, typical SEL programs—which directly teach skills and invite participants to rehearse those skills over the course of many classroom lessons—have a poor track record with middle adolescents (roughly age 14 to 17), even though they work well with children. But some programs stand out for their effectiveness with adolescents. Rather than teaching them skills, Yeager finds, effective programs for adolescents focus on mindsets and climate. Harnessing adolescents’ developmental motivations, such programs aim to make them feel respected by adults and peers and offer them the chance to gain status and admiration in the eyes of people whose opinions they value."对这个主题感兴趣的人也可以看看我的文章“非认知技能的经济学”(2016年10月14日)。