It is a great honor that Xiangyan Liu (Yannie Liu) 刘湘燕 and Wenchao Li (Winnie Li) 李文超 of Angel Education, a nonprofit in Silicon Valley, Califorinia with a mission focused on social and emotional learning, sustainable development and happiness education, translated The Power of Parenting with Social and Emotional Learning article originally published in The Huffington Post into Chinese. Here’s how it begins and there’s a link to their site below to view the full article.

亲子教育中社会情感学习的力量
作者：Jennifer Miller (插图作者)

翻译：刘湘燕、李文超

在学校的第一百天，我儿子的老师给每个孩子的照片上都多画了几笔，让他们看上去像是饱经沧桑的老年人，这些都是一年级的孩子。然后，她问孩子：“到100岁的时候，你们想变成什么样子？”我儿子这样写：“我想对孩子们友善。”我心里马上想：“是的，我也是。”这好像很简单，但真的简单吗？作为家长，我们想让孩子获得成功，但是，弄清楚这意味着什么，为达到这个目标可以做些什么的时候，我发现这个一点儿都不简单。而且，如何帮孩子获得成功，这个问题本身就值得思考。最近 NBC 家长工具包（Parent Toolkit）使用普林斯顿国际问卷研究协会（Princeton Survey Research Associates International）的问卷调查发现，接受采访的美国大多数家长都把社会交往和沟通能力，作为引导孩子学业和生活成功最重要的技能，甚至高过学习成绩。美国国内的专家也认同这个说法，大家在 CASEL 的网上也可以查看更多细节。

社会情感学习（SEL）涉及到通过学习知识、态度与技能，来理解和管理情绪，确立和取得积极的目标，感受和表达对他人的同理心，建立和维护积极的关系，并做出负责任的决策。

幸运的是，我们不用在社会情感技能和学习这两方面做出一个选择。事实上，这两方面互为依赖，就像我们的头脑需要我们的心灵一样。重要的生活技能是学业取得的基础，不管我们是用平均成绩 GPA 来定义，还是标准化考试或其他评价标准。很多学校不仅把他们联系在一起，而且开设以研究为依据的课程，把社会情感学习融合到不同学科的教学中。

当学校在教同理心、积极的倾听和合作解决问题的同时，学校也在防止不健康、高危行为的发生，包括校园暴力。学术、社会、情感学习协会（CASEL） 对200多家实施以及未实施 SEL 课程的学校进行了研究。他们发现，那些重视社会情感教育学校的学生考试成绩要高出11个百分点。这是有道理的。那些实践过解决问题和负责任决策的学生，可以用批判性思维，更好的解决考试中遇到的问题。

但是，这对平均成绩和课堂表现有什么影响呢？很多研究都认为，老师和学生的信任关系，学生中同伴的信任关系都有助于深度学习的发生。学习需要挑战，在掌握内容之前，在一次次面对挫折，不断克服困难的过程中，学生的信念也会不断增加。学生必需相信，即使他们暂时会被新概念蒙蔽，但是教室是一个安全的地方，让他们去接受挑战，老师也会帮助他们让问题变的明晰。

我们都知道紧密的联接是亲子关系的基础，也是形成师生关系的基础。这些联接贯穿在孩子的童年和青春期，不仅仅是在早期才发生，尽管在早期，孩子会通过拥抱和崇拜来表达这种联接。因为那种安全、信任和关爱是学习的基础。信任的联接，不管是与家长还是老师，都是学生成功的必要因素。

因此，我们可以总结，家长与老师的合作能最好的提高孩子的社会情感能力（点击 NBC 家长工作包了解更多在家里提高社会情感能力的具体策略）。在 NBC 和 Pearson 合作的有关育儿状态的调查问卷中，也显示出家长对社会情感学习的关注。

不管是在家里还是在学校，或者二者之间，在这些生活技能的教学方法上，可能会有很大差异，但是不管怎么样，最重要的一步是以你和家人感到正确的方式开始。我们这里有些建议：For the full Chinese translation, click here.

Here’s how the article begins in English in The Huffington Post, Education Section:

The Power of Parenting with Social and Emotional Learning

On the one hundredth day of school, my son’s teacher morphed each first grade child’s photograph into an elderly individual with the facial lines of life experience and asked, “What do you want to be like when you are 100?” My son wrote in response, “I want to be kind to kids.” And I immediately thought, “Yes, me too.” It seems simple. But is it? As parents, we want to prepare our kids to be successful in life but figuring out what that means and what steps can be taken toward that intention each day seems anything but simple. Yet the question of what it takes to prepare kids for success is worth asking. A recent survey from NBC’s Parent Toolkit using the Princeton Survey Research Associates International found that the majority of U.S. parents interviewed ranked social and communication skills as the most important to build success for school and life even beyond academic grades. National experts would agree and offer greater detail on what those skills are.

Social and emotional learning (SEL) involves acquiring and effectively applying the knowledge, attitudes and skills to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Fortunately we don’t have to make the choice between teaching social and emotional skills and academic performance. In fact, one relies upon the other, just as the head needs the heart. Essential life skills serve as a foundation for academic achievement whether we define it as grade point averages, results from high stakes tests or other measures of performance. And many schools are not only making that connection but also implementing research based curricula that teach social and emotional learning alongside academic content.

If you missed the article in The Huffington Post, here is the English version.

Many thanks to collaborators Roger Weissberg, Chief Knowledge Officer of The Collaborative for Academic, Social, and Emotional Learning (CASEL) and Shannon Wanless, Assistant Professor of Psychology in Education at the University of Pittsburgh for their support and review of this article. Thanks to Bonnie Lathram and Getting Smart for publishing the article first. And thanks again for the care put into translating the article into Chinese by Xiangyan Liu (Yannie Liu) 刘湘燕 and Wenchao Li (Winnie Li) 李文超 of Angel Education.