Новая теоретическая модель для оценки социально-эмоциональных навыков в начальной школе
DOI:
https://doi.org/10.54359/ps.v13i69.207Ключевые слова:
социально-эмоциональное развитие, некогнитивные навыки, начальная школа, Большая пятерка, личностные образовательные результаты, ФГОСАннотация
Обсуждается проблема социального и эмоционального развития школьников в контексте об-разовательных систем. На основе анализа имеющегося теоретического аппарата описания этой стороны образовательного процесса дается обоснование того, почему именно понятие «социально-эмоциональные навыки» (в отличие от эмоционального интеллекта, soft skills и других распространенных терминов) наилучшим образом отражает специфику некогнитивного развития в контексте системы образования. Предлагается новая теоретическая модель оценки социально-эмоциональных навыков (достижение целей, работа с другими, управление эмоциями), основанная на модели Большой пятерки и учитывающая контекст развития учащегося в рамках образовательных систем. Эта модель является основой для разработки инструментов измерения и оценки социальных и эмоциональных навыков в начальной и основной школе. Показано соответствие предлагаемой модели федеральных государственных образовательных стандартов начальной школы в части формируемых личностных образовательных результатов учащихся.
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