How To Tap The Educational Resources Of Social And Emotional Competencies In Chinese Textbooks?

In the long-term education and teaching practice,the basic education has exposed the practical problems of attaching importance to“teaching”and despising“educating”,placing the focus on the development of students'cognitive fields.In recent years,the cultivation of students'non-cognitive fields,especially social and emotional competencies,has become the reform direction of international education;it is not only put on the agenda of global education policy,but also embodied in textbooks which reflect the curriculum content.Based on this background,analyzing the educational resources of social and emotional competencies contained in textbooks can reflect the subjective expectations of the country and society for what social and emotional skills students should master.Based on the history and tradition,instrumentality and humanity of the Chinese and its fundamental role in the curriculum setting of the basic education,and considering the cutting-edge and contemporary nature of curriculum content as well as the authority and strong influence of the People's Education Press,this study analyzes primary school Chinese textbooks organized by the Ministry of Education which have been used in the whole grade since the fall semester in 2019.Taking content analysis as research method and regarding both the main and sub topics in reading texts and the oral communication teaching module as units of analysis,this dissertation discusses five core social and emotional competencies:Self-awareness,Self-management,Social-awareness,Relationship skills and Responsible decision-making,using 19 first-class indices in the textbooks to answer three research questions:the statistics that five core competencies and 19 indices are presented in textbooks,the differences between sessions,and the way to optimize the content and form of social and emotional competencies.Self-awareness includes recognizing emotions,recognizing strengths,and self-confidence.Self-management refers to the ability to regulate emotions,self-discipline,set goals,and persevere.Social-awareness is specifically divided into empathy,appreciating diversity,understanding norms,and recognizing resources and supports.Relationship skills mean the ability of communication,teamwork,social engagement,negotiating,and relationship building.Responsible decision-making includes analyzing situations,solving problems,and ethical responsibility.Five characteristics of the educational resources of social and emotional skills are found in the Chinese textbooks.Firstly,five core competencies and 19 first-class indices maintain stable content coverage,with high consistency between sessions.Secondly,as for the domain of competence,these Chinese textbooks emphasize more on the intrapersonal domain.Thirdly,the social and emotional skills presented in the textbooks reflect the nation's right on curriculum knowledge which means the official stance and it also complies with the consensus of international education on core competencies in the 21^st century.Finally,the social and emotional skills presented in the textbooks overemphasize the emotional aspect.In order to understand the connotation of social and emotional skills better and deeply in the process of subsequent textbook compilation,on the one hand,in terms of the textbook content,we should deepen our attention to the non-cognitive fields of students and enrich the connotation of social and emotional skills.On the other hand,we could strengthen the comprehensive and systematic ability of individuals when using social and emotional competencies,and further effectively integrate five core competencies contained in the Chinese textbooks with teaching materials of other subjects and extracurricular teaching resources.