Nineteenth International Conference on the Arts in Society

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.