SEL Knowing and Learning Resource & Tool 社會情緒學習教材庫
社會情緒學習教材庫
Social Emotional Learning (SEL) Knowing and Learning Resource & Tool
本社會情緒學習 SEL教材庫是由加拿大土著文化啟發而創建，以小學生到青年人為對象，供教育工作者和家長在校和在家使用。
Inspired by Indigenous way of knowing and learning, this academic library provides
learning resources and tools on social-emotional learning (SEL) for children and youth.
Targets at providing resources and ideas for assisting educators and parents to use in schools and at home.
為何要重視社會情緒學習？
Why Social Emotional Learning is Important?
社會情緒學習是全球熱話。教科文組織的《反思學習：教育系統的社會和情感學習回顧》（Singh，2020 ）表示，情商和社交技能是協助年輕人應對世界高速變化的重要資產。情緒管理和情商的概念並不是新概念，始於 1920 年代，根據 Signorelli 等人 (2021) 的研究，神經科學對情緒、情商和教育的研究表明，它們與科學證據有正面關連，學術、社會和情緒學習協作 (CASEL) 自 1994 年開發，用於定義五個核心 社會情緒學習 (SEL) 能力和教育應用。 CASEL 模型中的五個SEL關鍵要素包括：自我意識、自我管理、社會意識、關係技能和負責任的決策（CASEL，n.d ).因此，社會情感學習是教育領域一個持續的話題，但最近才獲得更多的聲音將其納入課程。
Social Emotional Learning is a global topic. UNESCO’s Rethinking Learning: A Review of Social and Emotional Learning for Education Systems (Singh, 2020) acknowledges that emotional intelligence and social skills can become the best assets to help young people navigate through the rapid changes of a world. The idea of emotional management and Emotional Intelligence is not a new concept but rooted in the works of Thorndike in the 1920s (Signorelli et al., 2021). According to Signorelli et al, (2021), the study of neurosciences on emotions, Emotional Intelligence, and education shows that they are positively related with scientific evidence, and Collaborative for Academic, Social, and Emotional Learning (CASEL) was one of the frameworks developed to define the five core SEL competencies and applications in education since from 1994. The five key elements in CASEL model for SEL includes: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, n.d). Therefore, social emotional learning is an ongoing topic in the education sector, but only getting more voices to incorporate it into curricula recently.
理念
Rationale Behind the Ideas
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給孩子一個以全方位學習的機會了解大自然、社會和人際關係，緩解孩子的學習壓力
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以土著生命週期學習為框架，通過社會情感學習 (SEL)了解人生的每個階段，關注孩子的心理健康，讓孩子更了解自己和他人
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通過 SEL 生命週期的不同模式，學生可以學習如何照顧他人和自我照顧。 SEL 學習包括：自我意識、自我管理、社會意識、人際關係技巧和決策的責任（CASEL，n.d.）
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在全球化和跨文化互動和依存加速的時代，更顯示出土著那種認識和學習方式的重要性
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對長者表示尊重和關愛，讓年輕人思考年邁的意義
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Give children a chance to understand nature, society and interpersonal relationships, relieve children's learning pressure from a wholistic approach
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Using the Indigenous life cycle learning as a framework, children learn about each stage of life, care about their mental health and better understand themselves and others through social emotional learning
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Through the SEL Life cycle modules, students can learn how to care others and self-care. SEL learning includes: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (CASEL, n.d.)
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In this age of rapid globalization and increased interaction and interdependence across cultures, the need to take into consideration Indigenous ways of knowing and learning has never been more relevant
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Give respect and care to the elderly, and let young people think about the meaning of aging
生命階段
Stages of Life
從出生到死亡，這是一個生命週期。 在人生的每一個階段，都有很多有意義值得我們了解和學習。 這些不同的階段對應著藥輪的四個方向，四個季節。 在四季的循環中，我們看到春天帶來了初生之犢，而冬天則呈現出死亡和放緩的跡象。出生和死亡是循環的自然和必要過程。能量會根據我們的生命階段以及人們在該生命階段的角色和責任而變化。 從出生到死亡，生命的各個階段都遵循自然的流程，一代又一代。 （《學區第57原住民教育處》，2016）
因此，本教材庫將以四個人生階段為主題： 出生與初始，長者，高低起跌和死亡。
From birth to death, it's a life cycle.
In each of the stages of life, there are many meaningful content we should know and learn.
These different stages correspond to the four directions of the medicine wheel, and the four seasons.
In a four-season cycle, we see spring bringing birth and new life, and ending with winter presenting death and slowing down. Birth and death are natural and necessary processes of the cycle. Energy changes according to our stages of life as well as to the role and responsibilities of people in that life stage.
The stages of life follow a natural flow, generation after generation, from birth to death.
("School District No. 57 Aboriginal Education Department", 2016)
Therefore, this academic library will take the following four stages of life to be the theme:
Birth and beginnings, Elders, Ups and downs, and Death.
恩賜和責任
Gifts and Responsibilities
生命週期包括處於生命不同階段的所有家庭成員。每個人都有許多恩賜要帶來，也有許多責任要承擔。這些恩賜和責任根據周期的階段而有所不同。在一個健康的家庭中，每個成員都能夠分享他或她的恩賜，並在這個家庭中承擔他們的角色和責任。 通過不同的活動和節目，讓我們帶出人生不同階段的恩賜和責任。
The life cycle includes all members of the family at different stages of their lives. Each person has many gifts to bring and responsibilities to uphold. These gifts and responsibilities vary according to the stage of the cycle. In a healthy family, each member is able to share his or her gifts and assume their role and responsibility within that family.
Through different activities and programs, let us bring out the gifts and responsibilities at different stages of life.
直覺生活
Intuiting Life
自我意識
Self-awareness
感受生活
Feeling Life
社會意識
Social awareness
活出生活
Acting Life
自我管理
Self-management
思考人生
Thinking Life
決策的責任
Responsible decision making
關愛生活
Caring Life
人際關係技巧
Relationship skills
參考文獻
References
Collaborative for Academic, Social, and Emotional Learning. (n.d.). What is SEL. Retrieved
July 18, 2020 from https://casel.org/.
Cho, E. Y. N., & Chan, T. M. S. (2020). Children’s wellbeing in a high-stakes testing environment: The case of Hong Kong. Children and Youth Services Review, 109, 104694.
Food and Health Bureau (2017). Mental health review report. Hong Kong Special
Administrative Region.
Bickmore, K., Manion, C., Farrell, J. P., & Mundy, K. E. (2017). Comparative and international education: Issues for teachers (Second edition.). Canadian Scholars.
Ho, L. S., & Early Childhood Development Research Foundation (2016). HK Children Happiness Index 2015. http://commons.ln.edu.hk/hkhi_children/4/
Jian, P. (2020) Demystifying the living conditions of the elderly in Hong Kong. 360 Personal Library.http://www.360doc.com/content/20/0113/14/22429030_885961581.shtml
Ontario Ministry of Education. (2019). The Ontario curriculum, grades 1-8: Health and physical education. http://www.edu.gov.on.ca/eng/curriculum/elementary/2019-health-physical-education-grades-1to8.pdf
School District No. 57 Aboriginal Education Department. (2016). Factors in Aboriginal student success: Final report on the research project. https://www.sd57.bc.ca/school/abed/Documents/FIASS_Final%20Report.pdf
Shek, D. T. L., & Siu, A. M. H. (2019). “UNHAPPY” environment for adolescent development in Hong Kong. Journal of Adolescent Health, 64(6S), S1–S4.
Youth Research Centre. (2017). How Hong Kong Young People Cope with Stress. Youth I. D.E.A. 22. Hong Kong: The Hong Kong Federation of Youth Groups.
Singh, Nandini Chaterjee & Duralappah, Anantha. (2020). Rethinking learning: A Review of social and emotional learning for education systems. UNESCO MGIEP. https://mgiep.unesco.org/rethinking-learning/
Signorelli, A., Morgantii, A., & Pascoletti, S. (2021). Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills. Form@re - Open Journal Per La Formazione in Rete, 21(3), 41-58. https://doi.org/10.36253/form-12127