基于科尔布体验学习理论的心理健康与生命教育课程开发

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Jiefei Wang, Bung - on Sereerat, Penporn Thongkamsuk, Saifon Songsiengchai
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引用次数: 0

摘要

本研究旨在:(1)研究主观幸福感发展的影响因素;(2)开发基于科尔布体验学习理论的心理健康与生命教育课程;(3)比较实施基于科尔布体验学习理论的心理健康与生命教育课程前后学生的主观幸福感。样本组为广西职业师范大学人工智能1班(职业师范教师)一年级本科生30名。研究工具为:(1)主观幸福感发展影响因素问卷,(2)主观幸福感发展影响因素访谈表,(3)教案,(4)主观幸福感量表,(5)教学意见访谈表,(6)学生行为观察记录。研究结果表明:1)影响大学生主观幸福感的因素有三个:生活满意度、积极影响和消极影响。(2)心理健康与生命教育课程由六个部分组成:(1)概念,(2)内容与时间,(3)目标,(4)基于科尔布体验学习理论的学习过程,(5)学习资源和(6)评价,以及(3)实施基于科尔布体验学习理论的心理健康与生命教育课程后学生主观幸福感的提高。根据研究结果,建议高校实施基于学生情感与情感体验的管理与教学,在高校思想政治理论教育课程和学生专业课程中加入生命教育的内容。学生应该把在生命教育中学到的知识和技能运用到实践中去,保持乐观的心态。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Mental Health and Life Education Curriculum Development Based on Kolb's Experiential Learning Theory
This research aimed to 1) study the factors influencing the development of subjective well-being, 2) develop a mental health and life education curriculum based on Kolb’s experiential learning theory, 3) compare students' subjective well-being before and after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. The sample group was thirty undergraduate students from Guangxi Vocational Normal University in the first year of Artificial Intelligence Class 1 (Vocational Normal Teacher). The research instruments were 1) a questionnaire on factors influencing the development of subjective well-being, 2) an interview form on factors influencing the development of subjective well-being, 3) lesson plans, 4) a subjective well-being scale, 5) a teaching opinion interview form, and 6) an observational record of student behavior. The research results indicated that 1) three factors affect students' subjective well-being: life satisfaction, positive affect, and negative affect. 2) The mental health and life education curriculum consisted of six components: (1) concept, (2) contents and time, (3) objective, (4) learning processes according to Kolb's experiential learning theory, (5) learning resources and (6) evaluation, and 3) students’ subjective well-being improved after the implementation of a mental health and life education curriculum based on the Kolb’s experiential learning theory. According to the results of the study, it is suggested that universities should implement management and teaching based on students' emotional and affective experiences and add the content of life education to universities' ideological and political theory education curriculum and students' professional curriculums. Students should put the knowledge and skills they have learned in life education into practice and maintain an optimistic attitude.
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来源期刊
CiteScore
1.60
自引率
9.10%
发文量
13
审稿时长
14 weeks
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