This study aims to explore how to integrate social and emotional learning into high school Chinese language arts teaching to promote five core competencies of self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. The researcher selected two high school Chinese teachers with experience in integrating social and emotional learning into their teaching as research subjects. Through interviews, classroom observations, and document analysis, this study aims to explore their considerations and implementations of social and emotional learning in their teaching practice. The study findings are as follows: 1) Engaging students in reflective reading and writing activities promotes their self-awareness and self-management skills; 2) Connecting literature with students’ daily life fosters their social awareness development and problem-solving abilities; 3) Implementing collaborative learning tasks can improve students’ interpersonal skills such as communication and conflict management through peer interactions. This study suggests that Chinese language arts is a content area that provides the opportunity for students to explore their emotions, perspectives, relationships, and decision-making. Therefore, it is essential for teachers to incorporate social and emotional learning elements into their lesson plans to help students develop stronger emotional intelligence and social skills.

Authors:
Fu-Lun Lee, National Taiwan Normal University, Taiwan

---

Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Post with LinkedIn

Powered by WP LinkPress

Share this Presentation

Share this...

Facebook

Pinterest

Twitter

Linkedin

Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

All Posts