Practical Research On Using Micro Lessons To Improve The Social And Emotional Abilities Of Primary School Teacher

In recent years,school bullying among children and adolescents has occurred frequently,and the depression rate among students has been increasing year by year.Under such circumstances,the burden of emotional state regulation on teachers is also increasing,and the status quo of job burnout is not optimistic.In this context,talent cultivation and educational practices around the world have begun to promote the development of students’ non-cognitive abilities such as emotional management and interpersonal skills by infiltrating and introducing social and emotional learning.Teachers play a role in influencing students’ emotions.,the key factors of behavior and cognitive development,and also need to have a high level of social and emotional ability to help children lay a good foundation for cognitive and emotional development,and at the same time,it is also important for teachers to relieve their own professional pressure and improve their sense of well-being enhancement.At present,the SEL professional development training for primary school teachers in my country is still relatively scarce,and the relevant teacher training is affected by external factors such as the new crown epidemic,and it is impossible to ensure that the continuous and smooth development of online learning is time-consuming and lacks interest.Issues such as targeted evaluation and feedback cannot guarantee that teachers can effectively master and apply SEL-related knowledge and skills in addition to their daily teaching work.Exploring and developing ways to improve primary school teachers’ social and emotional abilities will be the basis for SEL at present.It is an important subject of research needed for further introduction and promotion in the field of education.This study adopted case study research method,and design-based research and designed and developed SEL micro-lessons for elementary school teachers under the guidance of theories of whole-person education and adult learning,and continuously improved and perfected them in the process of implementation.Eventually,it was found that both teachers and students have improved because of the course participation.From the perspective of teachers,the acceptance of micro-lessons is high,with online test accuracy of over 95%,and they were able to effectively integrate SEL-related knowledge and skills in teaching;from the perspective of students,their social and emotional abilities have significantly improved.First of all,in terms of adhering to the concept of learner-centered curriculum construction:Course designers should 1)focus on the intrinsic connection between microlearning concepts and specific goals,emphasizing the achievement of behavioral goals;2)take realistic teaching needs as the guide and effectively meet the real needs of learners;3)develop a multi-dimensional evaluation system and focus on the formative development of the curriculum and learners.Secondly,in terms of focusing on situational interaction and feedback in the learning process: course designers need to 1)effectively arranging the structure of micro-lessons,focusing on the contextual and interesting nature of the presentation;2)focusing on the interactivity of the micro-lesson platform and emphasizing the acquisition of immediate feedback.Thirdly,in terms of adopting a flexible and open learning approach: School leaders must 1)reflect upon the flexibility of the course format and strengthen leadership and supervision;2)continuously enrich the course learning aids and develop generative microlearning resources.