Research On The Development Of Hidden Curriculum Based On The Development Of Primary School Students’ Social Emotional Ability

In July 2021,the "double reduction" policy was jointly proposed by the general office of the CPC Central Committee and the general office of the State Council,which expressly stipulates to reduce and alleviate the learning pressure and external guidance pressure of students in the stage of compulsory education during the period of cultural education.Primary school students are the audience of the current "double reduction" policy.Primary and secondary schools are in the link of nine-year compulsory education.There is no doubt that how to integrate the current educational policies and regulations in order to better promote the cultivation and development of primary school students is an important and urgent problem to be solved.In order to better and strongly respond to the appeal of the current standard education policy of "double reduction" of the party and the state and further promote the development of primary school students,schools should take the initiative to improve the quality of classroom teaching in order to build a good campus education ecology.Therefore,in addition to subject teaching,we should mobilize all educational factors in the campus as much as possible,seize all educational opportunities that can meet the requirements of students’ development,that is,actively carry out the development and construction of school hidden curriculum,promote the development of primary school students’ social emotional ability,and further promote the all-round development of students,which is also a trend for researchers to choose.Scholars’ scientific research on hidden curriculum can also be used as a research topic to approach and promote the development of primary school students’ social emotional ability.However,at this stage,most of the discussion is the investigation of the actual situation and the analysis of the direct causes,and there is almost no empirical research.Therefore,it is of key practical significance to carry out relevant research and investigation on hidden curriculum and promote the development of primary school students’ social emotional ability.Social emotional ability depends on the interaction between "society","individual" and "others",so as to promote the cultivation and development of good personal quality.The social emotional ability of primary school students,that is,the ability of children to control and apply their own knowledge,skills and emotions in the process of socialization,is based on their own experience and social experience in the process of communication and interaction with others and collectives.By collecting,analyzing and sorting out the relevant materials about primary school students’ social emotional ability and hidden curriculum,this paper expounds the concept and core elements of social emotional ability and hidden curriculum.On this basis,using the methods of literature research and investigation,this paper focuses on the theme of implicit curriculum pointing to the development of primary school students’ social emotional ability.According to the collected survey data,descriptive statistics,correlation analysis,regression analysis and other methods are adopted.In seven districts,four counties and one county-level city under the jurisdiction of Nanning,a township primary school is randomly selected in each county(District)by random sampling to analyze the current situation of the hidden curriculum of the Township Primary School pointing to the development of pupils’ social emotional ability.The survey found that: at the material level,the selected schools are relatively similar in hardware environment,lazy in fine construction,and different in software environment;At the level of spiritual environment,the construction of study style and class spirit is good,but the construction of school spirit and campus culture need to be improved;In the aspect of relationship environment,the relationship between students and students is relatively good,but most students still have high expectations for the relationship between teachers and students;In terms of institutional environment,the construction of class rules and school rules is relatively comprehensive,but there is a lag risk in the student evaluation and feedback system.This paper further discusses the dilemma of the construction of hidden curriculum in township primary schools at this stage,and fully considers the current situation of the development of hidden curriculum supporting the development of primary school students’ social emotional ability and the obstacles to the development of primary school students’ social emotional ability.The research shows that the important problems faced by the current hidden curriculum are: at the material level,the hardware environment is the same,which affects the students’ collective identity;The design of software environment is arbitrary,which hinders students from integrating into the collective.At the spiritual level,the absence of class style,study style and school spirit construction affects students’ self cognition;The construction of cultural and artistic activities is not interesting,which affects students’ self-management.At the institutional level,the construction of school system is out of order,which hinders students from abiding by the rules and regulations;The anomie of evaluation and reward and punishment system affects students’ participation and progress.At the relationship level,the distortion of student student relationship hinders students from understanding others;The imbalance between teachers and students affects students’ psychological development.Therefore,combined with social cognitive theory,emotional intelligence theory and implicit learning theory,this study puts forward the support path of implicit curriculum pointing to the development of primary school students’ social emotional ability,and believes that it is necessary to focus on the construction of implicit curriculum pointing to the development of primary school students’ social emotional ability from the four dimensions of implicit curriculum,namely material level,spiritual level,system level and relationship level.The following four aspects are emphasized:Stimulate automaticity and strengthen the spiritual guidance of the development of primary school students’ social emotional ability;awaken the unintentionalness and do a good job in the material guarantee for the development of primary school students’ social emotional ability;Give play to abstraction and implement the relationship support for the development of primary school students’ social emotional ability;Maintain stability and strengthen the institutional support for the development of primary school students’ social emotional ability.