研究 目的: 本文的研究目的是在综合视角下论述社会情感能力培养和积极教育的关系, 以减少在学校开展分散项目或计划的混乱性和低效性, 为统筹建构综合教育模式并付诸实践奠定基础。 研究 方法: 本研究以文献研究法为主导了解二者的理论研究及社会实践的现状, 以比较研究法为主体系统梳理二者相关性和差异性。 研究 内容: 结合先行研究, 从当前时代背景、教育问题现状, 二者关注的教育领域核心问题以及实践途径等多方面进行比较。 结论 及 建议: 社会情感能力培养与积极教育共同关注、相互交织、互为补充、各有侧重。在具体教育实践中可以统合成一个综合的、互相补充和促进的系统, 以社会情感能力培养的普适性、框架性和管理性为主导, 以积极教育的方法性、专业性和理念性为指导, 可以避免分散、零碎地对学生实施教育, 提高教育的针对性和有效性。
The purpose of this study is to examine the relationship between social emotional ability development and positive education from an integrated perspective, in order to reduce the confusion and inefficiency of dispersed programs or plans in schools and lay the foundation for comprehensive education practices. This study primarily employs a literature review method to understand the theoretical research and current state of social practice of both concepts, and a comparative research method to systematically analyze their interrelatedness and differences. Drawing on prior research, this study compares the two from various perspectives such as the current social context, the state of educational issues, the core concerns of the educational fields addressed by each, and their practical approaches. Social emotional ability development and positive education both focus on, interweave with, complement, and prioritize different aspects of education. In concrete educational practices, they can be integrated into a comprehensive, mutually complementary and enhancing system, with the universality, framework, and management of social emotional ability development as the primary focus and the methodology, specialization, and philosophy of positive education as the guiding principle. This can avoid fragmented and piecemeal educational implementation for students, and improve the targeted and effective nature of education.