成长课与学习动机的关系专用课件.pptVIP

成長課與學習動機的關係香港教育學院第一屆校長研討會李傑江校長19-3-2004 服務方向：從理論開始 強調發展與環境相互影響的發展性理論： Developmental Contextualism (發展性的背景理論)。 近期有不少學者建議用 developmental contextualism 作為學校輔導工作的核心理論 (a core theoretical framework, and as a meta-theory)。 引自梁湘明教授 香港中文大學教育心理系 Developmental-Contextualism - Principle 1 Contexts impact development (背景與個人發展有互動關係). Both the person and the context are active agents of change. Counsellor should not limited their intervention to the individual level, but also the contextual systems (e.g., family, community) that influence the development of the child. 引自梁湘明教授 香港中文大學教育心理系 Developmental-Contextualism - Principle 2 Different levels of human development (e.g., bio-psycho-social) are inter-related (不同發展層次的相關和互動: 如智力，心理，和社會群性). A holistic approach (多元，整全模式) to intervention for children is preferable than intervention targeting a single aspect of development. 引自梁湘明教授 香港中文大學教育心理系 Developmental-Contextualism - Principle 3 Development occurs across the lifespan (終生過程) Preparing students to make successful transitions to future life stages is important (渡過不同人生階段, e.g., from school-work-life). Equipping students with life skills (生活技能) that could be used across life stages (i.e., process 過程 ) is as important as helping students to master developmental tasks within a life stage (i.e., outcome 結果 ) .引自梁湘明教授 香港中文大學教育心理系 Developmental-Contextualism - Principle 4 Focusing on competence enhancement (提升己有強處、能力) as well as problem reduction is essential for successful outcomes in developmental programs for children. Promoting resiliency (韌力) through developing strengths and competence (e.g., developing social competence). 引自梁湘明教授 香港中文大學教育心理系 Content 內容 The school has to decide on a set of life skills and competencies (人生技能) that students should master as a result of participating in the guidance program. In the U.S., these life skills are typically divided into three areas: Career related competencies 與事業和生涯有關 Personal/social related competencie