| 马立超.学生社会情感能力的国际测评框架与本土化思考[J].上海教育评估研究,2024,13(3):60-66 |
| 学生社会情感能力的国际测评框架与本土化思考 |
| The International Assessment Frameworks and Localization Thinking of Students’Social and Emotional Skills |
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| DOI： |
| 中文关键词: 学生发展 社会情感能力 测评框架本土化 |
| 英文关键词:Student development Social and emotional skills Localization of assessment framework |
| 基金项目: |
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| 中文摘要: |
| 社会情感能力作为超脱于认知能力之外的“软技能”，对促进学生学业成就、身心健康、职业成功和生活幸福发挥重要作用。从国际范围看，学生社会情感能力的测评框架有大五人格模型、SSES 社会情感能力框架、CASEL 车轮模型、发展情境框架，它们从不同视角构建出学生社会情感能力的测评指标和影响机制。构建中国本土化的学生社会情感能力测评框架应考虑以下方面：凸显中国传统文化与本土教育情境，尊重不同学段学生的身心特征和发展规律，实现结构取向到系统取向的转变，结合国情，促进框架设计的情境化。 |
| 英文摘要: |
| Social and emotional skills, as the“soft skill”beyond cognitive ability, plays a crucial role in promoting students’academic achievement, physical and mental health, career success, and life happiness. The classic evaluation frameworks for social and emotional skills include the Big Five Model, SSES framework, CASEL wheel model, and development context framework, etc. These theories construct evaluation indicators and impact mechanisms for social and emotional skills from different perspectives. To construct a localized framework for assessing social and emotional skills in China, researchers should pay attention to the following aspects. Firstly, the evaluation scale should consider traditional Chinese culture and local educational contexts. Secondly, the ability system should reflect stages, and respects the physical and mental characteristics and development laws of different stages. Thirdly, the structure of skills should shift from structural orientation to systematic orientation. Finally, the indicators should closely integrate national policies to promote the localization of framework design. |
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