From Theory to Practice: Global Experiences and Local Implications of Social and Emotional Learning (SEL)

社会情感学习作为21世纪全球教育改革的重要议题，经历了从心理学基础研究到教育学实践应用的范式转型，其核心目标是培养个体情绪管理、人际关系建立及负责任决策等关键能力。本研究采用文献分析与比较研究法，系统梳理了社会情感学习的历史演进与理论发展脉络。研究发现，国际社会已形成三种典型实践模式：美国采取政策驱动的系统性实施模式，英国推行弹性推进的校本实践模式，新加坡则实施文化适应性改造的融合模式。在实施路径方面，主要表现为：显性课程与隐性教育相结合的课程整合模式、循证实践为基础的项目化干预模式，以及家、校、社协同联动的生态化推进模式。基于中国教育实际，本研究提出本土化实践建议：一是融合儒家伦理等传统文化要素构建中国特色SEL框架；二是建立分层次、差异化的政策保障体系；三是创新课程渗透与教师专业发展机制。研究强调，社会情感学习对落实“立德树人”根本任务具有重要支撑作用，同时在促进社会情感能力代际传递、构建和谐社会关系方面具有深远价值。Social and Emotional Learning (SEL) has emerged as a pivotal issue in global education reform in the 21st century, undergoing a paradigm shift from psychological foundational research to educational practice. Its core objective is to cultivate key competencies in individuals, including emotion management, interpersonal relationship building, and responsible decision-making. This study employs literature analysis and comparative research methods to systematically examine the historical evolution and theoretical development of SEL. The findings reveal three prominent international implementation models: the policy-driven systemic approach in the United States, the flexible school-based practice model in the United Kingdom, and the culturally adaptive integration model in Singapore. In terms of implementation pathways, the study highlights: a curriculum integration model combining explicit instruction and implicit education, an evidence-based project-oriented intervention model, and an ecological advancement model featuring home-school-community collaboration. Based on China’s educational context, this study proposes localized implementation recommendations: first, constructing a Chinese SEL framework by incorporating traditional cultural elements such as Confucian ethics; second, establishing a tiered and differentiated policy support system; and third, innovating curriculum integration and teacher professional development mechanisms. The study emphasizes that SEL plays a crucial supporting role in fulfilling the fundamental mission of “fostering virtue through education”, while also holding profound value in promoting the intergenerational transmission of socio-emotional competencies and building harmonious social relationships.