在小学体育课堂上进行社会情感学习
Mahmood Sindiani1, Hadas Brodie Schroeder1, Ayelet Dunsky1
1The Levinsky-Wingate Academic College, Wingate Institute, Netanya, Israel.
Frontiers in psychology
|April 21, 2025
概括
将社会情感学习 (SEL) 整合到体育教育中,显著改善了学生的团队合作,自我意识和创造性思维. 该计划使所有学生受益,促进了整体发展和福祉.
科学领域:
- 教育心理学教育心理学
- 体育教育的体育教育
- 社会情感学习 社交情感学习
背景情况:
- 社会情感技能对于学生的整体发展至关重要.
- 体育教育 (PE) 课程为SEL干预提供了一个独特的环境.
- 之前的研究已经在各种环境中探索了SEL,但将其整合到PE中需要进一步研究.
研究的目的:
- 在体育课程期间调查社会情感学习 (SEL) 干预措施的影响.
- 检查小学学生的社会情感技能的发展,包括团队合作,自我意识和创造性思维.
- 评估PE中SEL整合在促进个人和人际成长方面的有效性.
主要方法:
- 采用了融合混合方法方法,结合了定量观察和定性教师访谈.
- 这项研究涉及以色列北部两所学校的260名学生 (4至6年级).
- 一个实验组 (八个类) 在PE中接受了SEL干预,而一个对照组 (三个类) 接受了标准PE.
主要成果:
- 实验组在团队合作,自我意识和创造性思维方面表现出显著的改善.
- 该SEL干预措施对以前不喜欢体育或体育运动的学生产生了积极的影响.
- 学生和教师都表现出强大的反思能力,定性数据显示出创造性思维的意想不到的收益.
结论:
- 将SEL纳入体育教育是一个可行的策略,可以促进小学学生的社会情感技能和整体福祉.
- PE为有意的SEL干预提供了一个有利的环境,促进整体发展.
- 这些发现强调了支持性学习环境在增强学生的社会情感成长方面的重要性.
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