Abstract
For a long time, Taiwan’s education has been influenced by the school entrance doctrine, with teaching primarily guided by examinations, resulting in an overemphasis on cognitive learning while neglecting non-cognitive learning. Social-emotional learning refers to an individual’s acquisition of emotional intelligence, attitudes, behaviors, and values. It encompasses five key skills: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which collectively contribute to their interpersonal interactions and overall development in society. In recent years, Taiwan has begun to recognize the importance of social-emotional learning. Art, with its intrinsic emotional and communication functions, holds significant value in education and offers an opportunity to integrate social-emotional learning. Thus, this research adapts questionnaires and interviews to achieve the following research purposes: 1.To understand the extent to which junior high school art teachers in Taiwan prioritize social-emotional learning. 2.To research and develop teaching indicators for integrating social-emotional learning into art education in junior high schools. 3.To provide suggestions for implementing social-emotional learning in the field of junior high school art.
Presenters
Chi Hui HuangAssistant Research Fellow, Research Center for Curriculum and Instruction, National Academy for Educational Research, Taiwan
Details
Presentation Type
Theme
KEYWORDS
Art education, Social and emotional learning, Teacher concerns, Teaching indicators
