侗族地区中小学生社会情感能力发展现状及对策研究——以三江侗族自治县为例
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摘要
关注侗族地区学生社会情感能力的发展现状,对实现新时期侗族地区教育发展目标具有重要现实意义。通过对广西三江侗族自治县972名中小学生进行调查,结果表明:侗族地区中小学生的社会情感能力在民族、性别、年级、留守经历、家庭地理位置等变量上存在显著性差异。学校内部的学生支持系统、良好的师生关系与同伴关系对侗族地区中小学生的社会情感能力发挥着重要作用,家庭环境的教育功能相对较弱,处于"缺位"状态。对此,侗族地区学校应该充分发挥教育主导作用,努力为学生创设良好的人际环境,促进积极的师生与同伴互动,实现对家庭教育缺失的"补位",以保证每个学生获得全面健康发展。
It is significant for Dong ethnic area to focus on the development of students' social and emotional competency in order to realize the educational development goal of our country in the new era. Through an investigation of 972 students in Sanjiang Dong Autonomous County, researchers find out that: 1) the social and emotional competency of primary and middle school students in Dong ethnic area has significant differences in variables such as ethnic group, gender, grade, left behind experience and family geographic location; 2) the student support system, a good teacher-student relationship and peer relationship play an important role in students' social and emotional competency, and 3) the educational function of the family environment is relatively weak. In this regard, Dong ethnic schools should give full play to the leading role of education, strive to create a good interpersonal environment for students, promote active interactions between teachers and students, and supplement the lack of family education so as to ensure that every student has a comprehensive and healthy development.
It is significant for Dong ethnic area to focus on the development of students' social and emotional competency in order to realize the educational development goal of our country in the new era. Through an investigation of 972 students in Sanjiang Dong Autonomous County, researchers find out that: 1) the social and emotional competency of primary and middle school students in Dong ethnic area has significant differences in variables such as ethnic group, gender, grade, left behind experience and family geographic location; 2) the student support system, a good teacher-student relationship and peer relationship play an important role in students' social and emotional competency, and 3) the educational function of the family environment is relatively weak. In this regard, Dong ethnic schools should give full play to the leading role of education, strive to create a good interpersonal environment for students, promote active interactions between teachers and students, and supplement the lack of family education so as to ensure that every student has a comprehensive and healthy development.
引文
[1] Durlak J A, Weissberg R P, Dymnicki A B, et al. The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions[J].Child Development,2011,(1):405-432.
[2] SEL Steering Committee. Social and emotional learning (SEL) standards and benchmarks for the anchorage school district [EB/OL].http://smhp.psych.ucla.edu/pdfdocs/sel standards and benchmarks_anchorage schooldist. pdf.
[3] Stephanie M J, Suzanne M B. Social and Emotional Learning in Schools: From Programs to Strategies [J]. Social Policy Report,2012,(26):1-33.
[4] 王树涛,毛亚庆.寄宿对留守儿童社会情感能力发展的影响:基于西部11省区的实证研究[J].教育学报,2015,(5):111-120.
[5] 胡伶,万恒.农村寄宿制学生社会情感学习能力调查[J].中国教育学刊,2012,(9):87-91.
[6] 陈瑛华,毛亚庆.西部农村地区小学生家庭资本与学业成绩的关系:社会情感能力的中介作用[J].中国特殊教育,2016,(4):90-96.
[7] Ashdown D M, Bernard M E. Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children?[J].Early Childhood Education,2012,(39):397-405.
[8] Durlak J A, Wells A M. Primary prevention mental health programs for children and adolescents: A meta- analytic review [J]. American Journal of Community Psychology,1997,(25): 115-152.
[9] 曹云鹤,张雪,姚兆余.农村留守儿童社会情感发展现状及影响因素研究[J].黑龙江农业科学,2017,(4): 126-132.
[10] 李明蔚.西部农村地区中小学生社会情感能力的调查与分析[J].教育导刊,2017,(2):34-38.
[11] 邓红,魏燕.家庭环境对西北民族地区中小学生心理健康影响的研究——基于甘肃省9所中小学2207名学生的实证分析[J].民族教育研究,2017,(3):36-42.
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[13] Cohen J. Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being[J]. Harvard Educational Review,2006,(2):201- 237.
[14] Department for Children, Schools and Families. Social and emotional aspects of learning for secondary schools: tools for monitoring, profiling and evaluation[R].Nottingham: DCSF Publications,2007.
[15] Organization for Economic Cooperation and Development. Skills for social progress: The power of social and emotional skills [EB/OL]. http://dx.doi.org/10.1787/9789264226159–en,2015.
[16] 杨传利.西部农村小学班级社会网络与学生社会情感能力的关系研究[D].北京:北京师范大学博士学位论文,2017.
[17] 陈武英,卢家楣,刘连启,等.共情的性别差异[J].心理科学进展,2014,(9):1423-1434.
[18] 周宗奎.儿童青少年发展心理学[M].武汉:华中师范大学出版社,2011:392-400.
[19] 林丽珍.中小学生自我情绪认知、自我情绪调节与家庭教养方式的关系研究[D].北京:北京师范大学硕士学位论文,2014.
[20] Annie P. Discussion of trauma at the threshold: the impact of boarding school on attachment in young children [J].New directions in Psychotherapy and relational Psychoanalysis, 2007, (1): 313-320.
[21] 侯珂,邹泓,刘艳,等.同伴团体对青少年问题行为的影响:一项基于社会网络分析的研究[J].心理发展与教育,2014,(3): 259-267.
[22] 扶跃辉.友谊对儿童和青少年社会性发展的影响[J].天津师范大学学报(基础教育版),2006,(3): 36-39.
[23] 郭君,孙丹娟.人际关系网结构对班级凝聚力影响研究——基于社会网络动态学分析法[J].湖北第二师范学院学报,2015,(4):64-68.
[24] 陈世联,魏勇刚.少数民族儿童对他文化认同的比较研究[J].青海民族研究,2007,(4):43-47.
[25] 赵景欣,刘霞,张文新.同伴拒绝、同伴接纳与农村留守儿童的心理适应:亲子亲合与逆境信念的作用[J].心理学报,2013,(7): 797-810.
[2] SEL Steering Committee. Social and emotional learning (SEL) standards and benchmarks for the anchorage school district [EB/OL].http://smhp.psych.ucla.edu/pdfdocs/sel standards and benchmarks_anchorage schooldist. pdf.
[3] Stephanie M J, Suzanne M B. Social and Emotional Learning in Schools: From Programs to Strategies [J]. Social Policy Report,2012,(26):1-33.
[4] 王树涛,毛亚庆.寄宿对留守儿童社会情感能力发展的影响:基于西部11省区的实证研究[J].教育学报,2015,(5):111-120.
[5] 胡伶,万恒.农村寄宿制学生社会情感学习能力调查[J].中国教育学刊,2012,(9):87-91.
[6] 陈瑛华,毛亚庆.西部农村地区小学生家庭资本与学业成绩的关系:社会情感能力的中介作用[J].中国特殊教育,2016,(4):90-96.
[7] Ashdown D M, Bernard M E. Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children?[J].Early Childhood Education,2012,(39):397-405.
[8] Durlak J A, Wells A M. Primary prevention mental health programs for children and adolescents: A meta- analytic review [J]. American Journal of Community Psychology,1997,(25): 115-152.
[9] 曹云鹤,张雪,姚兆余.农村留守儿童社会情感发展现状及影响因素研究[J].黑龙江农业科学,2017,(4): 126-132.
[10] 李明蔚.西部农村地区中小学生社会情感能力的调查与分析[J].教育导刊,2017,(2):34-38.
[11] 邓红,魏燕.家庭环境对西北民族地区中小学生心理健康影响的研究——基于甘肃省9所中小学2207名学生的实证分析[J].民族教育研究,2017,(3):36-42.
[12] Durlak J A, Domitrovich C E, Weissberg R P, et al. Handbook of Social and Emotional Learning: Research and Practice[M]. London:The Guilford Press,2015:120-132.
[13] Cohen J. Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being[J]. Harvard Educational Review,2006,(2):201- 237.
[14] Department for Children, Schools and Families. Social and emotional aspects of learning for secondary schools: tools for monitoring, profiling and evaluation[R].Nottingham: DCSF Publications,2007.
[15] Organization for Economic Cooperation and Development. Skills for social progress: The power of social and emotional skills [EB/OL]. http://dx.doi.org/10.1787/9789264226159–en,2015.
[16] 杨传利.西部农村小学班级社会网络与学生社会情感能力的关系研究[D].北京:北京师范大学博士学位论文,2017.
[17] 陈武英,卢家楣,刘连启,等.共情的性别差异[J].心理科学进展,2014,(9):1423-1434.
[18] 周宗奎.儿童青少年发展心理学[M].武汉:华中师范大学出版社,2011:392-400.
[19] 林丽珍.中小学生自我情绪认知、自我情绪调节与家庭教养方式的关系研究[D].北京:北京师范大学硕士学位论文,2014.
[20] Annie P. Discussion of trauma at the threshold: the impact of boarding school on attachment in young children [J].New directions in Psychotherapy and relational Psychoanalysis, 2007, (1): 313-320.
[21] 侯珂,邹泓,刘艳,等.同伴团体对青少年问题行为的影响:一项基于社会网络分析的研究[J].心理发展与教育,2014,(3): 259-267.
[22] 扶跃辉.友谊对儿童和青少年社会性发展的影响[J].天津师范大学学报(基础教育版),2006,(3): 36-39.
[23] 郭君,孙丹娟.人际关系网结构对班级凝聚力影响研究——基于社会网络动态学分析法[J].湖北第二师范学院学报,2015,(4):64-68.
[24] 陈世联,魏勇刚.少数民族儿童对他文化认同的比较研究[J].青海民族研究,2007,(4):43-47.
[25] 赵景欣,刘霞,张文新.同伴拒绝、同伴接纳与农村留守儿童的心理适应:亲子亲合与逆境信念的作用[J].心理学报,2013,(7): 797-810.
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