Theoretical Construction And Empirical Research On School Atmosphere From The Perspective Of Social Emotional Learning

The School atmosphere is a relatively lasting and stable school humanistic environment characteristic that is experienced or perceived by all members of the school and has an important impact on their psychology and behavior,and its essence is a concentrated expression of the inner core of the school spirit.The supportive school atmosphere is characterized by encouragement,warmth and acceptance,which is conducive to students’ positive self-understanding,development of positive emotional qualities,and helps students establish good interpersonal relationships with teachers and peers to achieve comprehensive physical and mental health development.This study independently constructs the theoretical framework and assessment scale of school atmosphere from the theoretical perspective of Social Emotional Learning(SEL),and selects primary and secondary schools in Chongzuotian and Yulin Xingye counties in Guangxi as test samples to investigate the current situation,existing problems and causes of school atmosphere,and on this basis,a practical school atmosphere construction strategy is proposed,in order to provide reference for the construction of rural school atmosphere in the western part of the basic education stage.The survey found that the current construction of rural school atmosphere in western China mainly has the following problems: from a systemic perspective,emphasis is placed on creating an outer protective environment and neglects to create an inner supportive emotional environment,the inner and outer emotional support environment presents the characteristics of "non-balance",and there is a lack of organic linkage between the internal and external subsystems;From the perspective of the perception of different student groups,the school does not care enough for the emotional care of disadvantaged student groups,and the care presents the characteristics of "non-global" and "non-comprehensive".From the perspective of schools in different geographical locations,there is a large gap in the emotional support of schools in different geographical locations,and the incompleteness of the function of school atmosphere is more significant in schools with disadvantaged locations,which ignore the ontological "emotional" elements of students and the creation of a supportive emotional environment in the inner layer of school atmosphere.In view of the above problems,rural schools in the west can start to improve in the following aspects: pay equal attention to emotional support and environmental protection,and create a supportive school atmosphere with the inner environment as the core and the outer environment as the guarantee;Pay attention to the organic linkage of various environmental elements in the campus to ensure that the functions of the school’s environmental systems are fully utilized;Form a four-in-one education synergy,and the "political and social home school" actively explores the comprehensive reform and development model of the school atmosphere in rural areas in the west;Increase emotional care for disadvantaged students and give them hope and love;Equal attention and support to students of different ethnic groups and to different aspects of student development other than academics;Equalize educational resources and enhance the strength of the emotional support environment of disadvantaged schools;restoring the authority of teachers and giving more positive attention to students in disadvantaged rural schools;Follow the "Educating People with Emotions" and attach importance to creating a good emotional development field for students.