(1) The guiding ideology and logical starting point of the Children's Emotional Intelligence Training Program?

1. The guiding ideology put forward by the training plan?

Emotional intelligence is an indispensable quality in children's all-round development, which is closely related to other qualities. Therefore, in children's education, we can neither ignore the cultivation of emotional intelligence quality, nor separate it from other qualities and "fight alone." Therefore, when constructing the EQ training program, "integration of the whole point and integral" is our basic guiding ideology. ?

The so-called "combination" is the combination of "combination" and "separation". It requires us to consider the integrity of individual quality when constructing the scheme, to have a holistic and organic thinking in the design of objectives, activities and methods, but at the same time, to consider the personality characteristics of emotional intelligence quality, so that emotional intelligence quality can be fully developed like other qualities. ?

Under the guidance of the principle of integration, we have two levels of thinking:

(1) Emotional wisdom education is integrated into the unity of emotional education and emotional wisdom education. ?

Emotional education is not only the cultivation of emotional attitude, but also the cultivation of emotional wisdom. The cultivation of emotional attitude solves the problem of the direction of children's behavioral motivation, while the cultivation of emotional wisdom ensures the efficient play of children's behavioral motivation. These two aspects of cooperative training should be realized in the same process. ?

However, the formation conditions and development mechanism of emotional wisdom and emotional attitude are not the same, so their differences must be considered in education: ① emotional attitude is the emotional behavior tendency of individuals whether they meet their own needs in a certain situation; The emotional wisdom in early childhood is often manifested when there are emotional and emotional problems. Therefore, in the same process of emotional education, the situation that can trigger emotional reflection will naturally not have an effect on emotional wisdom. Only with a clear goal of emotional wisdom can we fully consider, consciously set up or use emotional problem situations, guide children to self-control and solve emotional problems, so as to fully incorporate the above two aspects into the educational process. ② The mechanisms of children's emotional attitude and emotional wisdom are also different. The formation of emotional attitude is the result of the accumulation of emotional experience, while the development of emotional wisdom is the accumulation of emotional adjustment experience. In addition to successful experience, regulatory experience also needs regulatory awareness and strategies involving cognition, will and emotion. Therefore, teachers' guidance strategies should also be different. The former focuses on guiding emotion, experience and understanding, while the latter should be cultivated and trained by guiding children's "self-speech" according to the internal language, that is, the mechanism of emotional wisdom. ?

(2) The combination of EQ education and other quality education, and the unification of EQ education experiential training. ?

The development of children's emotional quality and cognitive quality is mediated by various activities. In activities, children should not only have the motivation to participate in activities, but also have the psychological operation to complete activities, which are indispensable. In specific activities, they are the ends and means of each other, and get coordinated development through complementarity. Therefore, it is impossible for children's emotional quality or other qualities to be formally trained without the content of activities, nor can they be cultivated separately from each other. Instead, it should be linked to the content and cultivated in a comprehensive and harmonious way in various activities in kindergartens. However, because education is a purposeful and planned training, the organization and arrangement of activities have different leading directions. For example, some activities mainly focus on the development of language ability, while others focus on the development of artistic expression ability, and emotion is a psychological phenomenon. Although it can be developed in various activities, it cannot be completely dependent on infiltration and random training, but it must be guaranteed by substantive and planned training. That is, there are emotional experience activities and emotional practice activities with the development of emotional attitude and emotional wisdom as the main goal. In this kind of activities, the goal and mechanism of emotional intelligence development are the main basis for designing activities. Only by combining substantive training with permeability and randomness training can the development of children's emotional wisdom become a reality. ?

In order to meet the needs of research, we only integrated kindergarten education in this area from the perspective of promoting the development of children's emotional wisdom when constructing the program, and became a whole and systematic emotional wisdom education activity program. But in practice, it is not an independent activity separated from other single-goal education, but a comprehensive activity to achieve multiple goals.

2. What is the logical starting point for the construction of emotional intelligence training program?

The study of children's main activities is the logical starting point of constructing the scheme. Accordingly, we have established the following consensus: the occurrence and development of children's emotions is a process of continuous accumulation and gradual development. ?

The occurrence and development of children's emotions are the result of children's active interaction with the environment in various activities, and the result of children's needs being met and constantly improved in various activities. ?

Only real and natural activities can give children a real and powerful real experience. Therefore, the training plan must give full play to the initiative and initiative of children's subjects in activities and attach importance to creating an environment that can trigger positive interaction between children and the surrounding world. Pay attention to the accumulation of children's real feelings in real natural activities; Pay attention to the emotional development process of children caused by this. ?

(2) The target system and evaluation index of children's emotional intelligence training plan?

1. How to construct the goal and evaluation of children's emotional intelligence?

(1) What is the basic orientation of goal and evaluation construction?

The goal requirements and evaluation orientation of children's emotional intelligence development should be based on promoting the harmonious development of children's sociality and personality. Childhood is an important stage in the formation and development of socialization. Under the influence of society, family and kindergarten, children gradually accept some social requirements and gradually form their own personality characteristics. Children's emotional intelligence education is an important link to promote children's emotional socialization. Under the guidance of teachers, children learn to control their emotions with social requirements, so social requirements are the educational goal of choosing emotional intelligence. However, emotion is an individual's subjective feeling and expression, and it is a signal sent by everyone's inner thoughts to the outside world. Because of different personal thoughts and different ways of expressing personal signals, emotional wisdom education should be based on children's personality characteristics, with the goal of developing children's colorful emotions, and naturally integrate children's sociality and personality into the goal, so that society needs to internalize children's subjectivity and transform it into individual needs that reflect their own characteristics. This kind of education is in line with social requirements and children's own development. ?

(2) Two-way clues of goal and evaluation construction. Emotional intelligence structure is the core content of the goal and the main basis for building the goal. We mainly take two perspectives of emotional intelligence structure-dynamic structure and goal structure as two-way clues to build goals. From the perspective of the dynamic structure of emotional wisdom, it mainly includes four factors: the subject's perception, understanding, expression and adjustment of his own or others' emotions, which are also the essential connotation of emotional wisdom, and we take this as the connotation clue to build the goal. Judging from the objective structure in the field of emotional intelligence, it is mainly manifested in various problem situations that will lead to emotional contradictions among children, such as learning difficulties, refusal in games, and so on. We choose to classify the environment that children often encounter in their lives, and select five main situations: frustration, communication with others, temptation, success or misfortune of others, excessive excitement and so on. When constructing the goal, we take this as an extension clue and establish the goal at the combination of connotation and extension.

(3) What are the characteristics of the simplicity of target construction and evaluation?

Because the formation and development of children's emotional intelligence is lagging behind, the target system should be concise and rough. The guidance and cultivation of children's emotional wisdom is different from the teaching of knowledge and skills. It will not be effective soon, and it needs to be gradually formed through continuous accumulation in long-term practical activities. Therefore, education cannot be expected to make children's emotional wisdom change greatly and quickly. Because of this, the goal system we set can be simplified, without too many levels and too detailed decomposition, and a goal can run through a long time range. ?

(4) The basis of layered requirements in the construction of goals and evaluations The development characteristics and reality of children's emotional intelligence development are the basic basis for formulating layered goals. Children's emotional self-regulation is limited by attention distribution, will control and thinking development level. Therefore, when adjusting their emotions, their sensitivity is poor and their consciousness is low. They are often not sensitive to their own emotions and understanding of the situation, and their consciousness of regulation requirements and regulation strategy selection is relatively low. Therefore, teachers or adults are generally needed to guide. Therefore, in general, the requirements of the goal should not be too high and should be suitable for the children's level. However, with the improvement of children's psychological level, their emotional wisdom has a development process from passive to active. Through the investigation of emotional intelligence of 540 children in the whole region, the differences of emotional intelligence level of children of different ages are also confirmed. With the growth of age, the development level of emotional intelligence has been greatly improved, and the leading factors of emotional intelligence of children of different ages are also different. The development advantage of small class children is empathy, the development advantage of middle class children is delayed gratification, and the development advantage of large class children is self-motivation and excessive emotional adjustment. Accordingly, the education of classes of different ages should be emphasized, and on this basis, three levels of requirements for children's emotional wisdom are put forward, namely, small classes are carried out under the specific requirements of teachers; The middle class is inspired and guided by teachers; The big class is suggested by the teacher actively or quietly. ?

(5) The principle of unity of operability and generality in the construction of objectives and evaluation?

Practical experience tells us that only when teachers correctly understand and grasp the goals can emotional wisdom education achieve results. Teachers' correct grasp of the goal depends on two points: first, the goal must be operable, that is, the goal expressed in general must be transformed into the corresponding expression behavior. Secondly, the goal is too general, too detailed and too broken for teachers to remember and implement. Only when the goal can summarize the typical and specific requirements in general, can such a generalized goal be easily rooted in teachers' minds and transformed into teachers' goal consciousness and educational behavior. Therefore, when we construct the goal, on the one hand, we regard emotional intelligence as a hidden goal, and according to the psychological mechanism of emotional intelligence-internal speech, we regard children's self-speech as the expressive behavior of emotional intelligence to reflect the operational requirements of the goal. At the same time, considering the diversity of emotional wisdom in different situations, according to the idea of goal generalization, combined with teachers' daily observation and understanding experience, a typical, infant-like "self-talk" that can reflect the essential requirements of the goal is put forward as the specific goal and evaluation index of expressing behavior, such as the generalization and concretization of delayed gratification ability, and the goal is "I will endure", that is, expecting children to appear in various temptation situations. See the following table for specific operational objectives:

Generalization and operational objectives (comparison)

Generalized goal

General expression behavior goal

Self-motivation ability

Try again, I can do it.

Emotional communication ability

I know how you feel, so do you.

Delayed gratification ability

I have to put up with it.

empathy ability

I care about him and I congratulate him.

Excessive emotional control.

Whether you are happy or not, you can't influence others.

2. See table 1 for the framework structure of objectives and evaluation.

(3) Organize and implement the cultivation of children's emotional wisdom?

The implementation of children's emotional intelligence goals is scattered in kindergarten activities, which can be divided into two categories according to whether they are planned or not: one is planned training; One is random culture.

Random training means that teachers can catch children's emotional problems at any time under the guidance of goal consciousness, guide children to perceive and adjust their emotions in time, and better participate in various activities. ?

Planned training is mainly to cultivate four kinds of emotional intelligence goals purposefully and systematically, namely, self-motivation, delayed gratification, empathy and emotional communication. This scheme is mainly to build an organizational implementation mode combining planned culture and random culture. According to the essence of emotional wisdom, the characteristics of its formation and development and the actual level of children's psychological development, we put forward a "diversified operation mode with practical activities as the core"

Table 1 List of Target Evaluation Framework Structure

target

Expression behavior

Content requirements

Activity name

Stratification requirement

Evaluation grade index

Self-motivation ability

Try again, I can do it.

When children encounter failure and success in various activities, they can encourage themselves in some way, continue to work hard and strive for better results.

I love my kindergarten; Mother of the motherland, I love you; Small question mark; Warm winter;

I am a young master; Spring is coming; How beautiful the world around us is; I got a promotion.

With the encouragement of adults, I know that doing one thing well will bring me happiness. I am a capable child.

Often appear

Appear from time to time

Occasional appearance

I will encourage myself with successful examples.

I will use the experience after the competition, appraisal, sense of honor or responsibility to motivate myself.

Emotional communication ability

I know how you feel, so do you.

In getting along with others, you can actively communicate with others in a certain way and get along with them in a friendly way.

With the help of my teacher, I am willing to associate with guests, and I can also actively express my love for others to those who are familiar with me.

When greeting guests, they will discuss and play with others in an appropriate way. When others accept them, they can express their happiness from their expressions and actions.

Greet and attract others in a positive way, and show friendship and love to others; When others like themselves, they will think of others and say thank you.

Delayed gratification ability

I have to put up with it.

In order to complete the task or meet certain requirements, I will restrain my desire in some way and postpone meeting the needs at that time.

At the request of adults, you can control your behavior and leave the scenic spot temporarily.

Under the guidance of adults, try to be patient and restrain your immediate needs.

Starting from the results, I will consider and remind myself to hold back and use various methods to restrain my wishes.

empathy ability

I care about him and I congratulate him.

Be able to pay attention to and perceive the emotions of others, be able to put yourself in others' shoes, resonate with others and care about others.

Can find the obvious happy and unhappy expressions of others, and express concern with words and actions under the rendering of teachers.

Under the guidance of the teacher, I will congratulate others on their success or happiness with encouraging words; When others are in pain, they will help them immediately.

When others encounter difficulties, they can actively try their best to help others; When others succeed, they will resonate strongly and share happiness with others.

Excessive emotional control.

Whether you are happy or unhappy, you can't influence others.

When children have some excessive emotions, they will choose appropriate ways to express their emotions according to certain circumstances.

Under the guidance of the teacher, express your happiness and unhappiness in a more appropriate way.

Under the reminder of adults, they will express their good feelings in an appropriate way according to different situations, and can control their excessive behavior in a certain way.

Can consciously make corresponding expressions and behaviors in various situations. Be aware of your excessive emotions and warn yourself.

1. Explanation of "Diversified Operation Mode with Practical Activities as the Core". ?

"Diversified operation mode" is mainly to create or use diversified and real task situations through family, kindergarten, society and other channels to guide children to develop emotional wisdom in multiple experiences and feelings of completing tasks. The framework of this mode is as shown in the figure:

2. What are the basic requirements of the "operation mode of cultivating emotional wisdom" for diversified children with practical activities as the core?

It is the basic requirement of this homework plan to create a real and natural life situation, so that children can practice it themselves and get real feelings and practical exercises. We believe that children's emotional attitude and emotional wisdom are developed in real life and practical task practice. Although games and imaginary task exercises can greatly promote children's emotional development, they are not as profound and effective as real exercises. This is because the idealization and dressing-up of the game situation has caused a gap between it and children's real interests. Although children's emotional intelligence displayed in games can also be transferred to real life, this transfer is weak and inevitable. Many children who show caring and polite behavior in games may be overbearing to their parents at home or impolite at ordinary times. Our little experiment strongly confirmed this point. Four children who know how to knock and say hello in the doll's house game, when they are in the normal state of real natural life, their behaviors are different: class cleaning, let these four children borrow a rag from their aunt, and these children say, "We want a rag" without saying hello to their aunt. Only when my aunt replied, "I don't know who you are talking to, and you can't borrow a rag", the reality aroused their emotional contradictions. In the process of solving contradictions, they used a series of emotional communication strategies. Some said "Sorry, Aunt Wang, I need to borrow a rag", others said "Aunt Wang, please forgive me, I forgot to call you" ... This life experience is his precious early life. ? Therefore, it is the basic principle of this homework plan to guide children to engage in real task activities, trigger and guide children to solve emotional contradictions. ?

3. What are the basic characteristics of "diversified operation mode with practical activities as the core"?

The diversification of operation is the basic feature of this implementation plan, which is mainly manifested in the diversification of training channels; Create diverse situations and children's experiences. ?

(1) Multi-channel collaborative education?

Giving full play to the role of family and society, and making family, society and kindergarten cooperate and coordinate with each other are the necessary conditions for the success of children's emotional wisdom education. This is because, firstly, the development of children's emotional wisdom is a long and complicated internalization process, which is gradually transformed from passive to conscious through long-term cultivation and accumulation. Therefore, from the perspective of time and space, education should be a whole-course and global education. It can't be confined to the walls of kindergartens, nor can it be confined to the eight-hour education in kindergartens. We must be guided by the same goal, and each kindergarten, family and society should give full play to their respective advantages according to their own characteristics, and form an all-round joint force of time and space to influence young children. In this way, children's good emotional quality can be formed and developed efficiently. Secondly, due to the obvious individual differences in children's emotional intelligence development, it is difficult for teachers to really implement difference-oriented kindergarten education in a collective and large scale. The close relationship between parents and children makes parents become the "teachers" who know their children best. Using this kind of educational resources, individual education can be implemented and every child's emotional intelligence can be fully developed. Therefore, broadening the channels of emotional wisdom education is a major feature of diversified management. ?

(2) Diversity training of various exercises?

Multi-type practice means that teachers choose to provide a series of multi-type real tasks that are in line with children's reality around a certain goal. For example, the ability of emotional communication, a variety of practices should not only be reflected in the communication tasks with familiar adults (teachers, fathers, mothers, grandfathers, grandmothers, etc.). ), but also with children of the same age (classmates, strange companions, relatives and children, etc. ), and with strangers. A variety of practices should also be reflected in the content of communication events. For example, communication events with strangers can be entertaining guests who meet for the first time, asking passers-by for directions, or shopping in stores. The reason why we should provide a variety of practical activities with different contents around the goal is to enrich children's emotional experience, improve the universality of children's emotional wisdom transfer, give play to different children's personality characteristics, and let each child have many successful emotional experiences. First of all, a variety of exercises require different abilities, which is in line with the individual differences in children's personality and ability. It is beneficial to improve the success rate of different children in different tasks, thus improving their self-confidence and promoting their personality development. Secondly, emotional intelligence improves flexibility, sensitivity, migration ability and emotional intelligence level with different supporting contents in different kinds of practical activities and tasks. ?

(3) Integration of multiple experiences?

The integration of multiple experiences means that children can achieve a certain goal and get diversified experiences. ?

Although children's emotional experience and emotional wisdom are not the same concept, they are mutual preconditions, which restrict and promote each other in the training process. We emphasize diversified experience in training mode, aiming at promoting the development of children's emotional wisdom through the continuous integration and deepening of diversified experience. Multiple experiences can be different experiences brought by different situational tasks of the same nature. Both of them are delayed gratification experiences, but the specific situational tasks are different and the experiences are different. For example, "In order not to be criticized, I insist on playing after painting my homework" and "In order to eat more sugar in the future, I refrain from eating now". The degree of children's delayed satisfaction experience is different, which has involved many kinds of practicality. The multiple experiences here are mainly manifested in a series of different experiences that children feel in the process of emotional adjustment. For example, children's emotional ambivalence experience gained through awareness and understanding in real task situations; Self-control experience in the adjustment process, emotional balance experience after conflict resolution, successful experience after task realization, etc. Different experiences, in the process of achieving the goal, cross, melt and merge with each other through children's psychological internalization, and the result makes the experience of children's emotional wisdom development more rich, vivid and lasting.