Group Work Involved in the Practice of Life Education*/LE TRAVAIL DE GROUPE IMPLIQUE DANS LA PRATIQUE D'ENSEIGNEMENt DE VIE
Notice bibliographique
Résumé
Abstract: With continuous advancement of material civilization, life values of college students appeared alienation. More and more students did not know how to face pressure and seek help; someone was to end their lives to solve problem. Obliviously, life education was urgent and necessary need in China. Therefore, author explored feasibility of life education from angle of social work practice (such as work). Key words: Life education; Group work; College students Resume: Avec l'avancement continu de civilisation materielle, les valeurs de vie d'etudiants universitaires ont apparu l'alienation. De plus en plus les etudiants n'ont pas su comment faire face a la pression et chercher l'aide; quelqu'un devait finir leurs vies pour resoudre probleme. Apparemment, l'enseignement de vie etait besoin urgent et necessaire en Chine. Donc, l'auteur a explore la faisabilite d'enseignement de vie sous un angle de pratique (comme le travail de groupe). Mots-cles: Enseignement de vie; Travail de groupe; Etudiants universitaires 1. THE URGENCY OF LIFE EDUCATION In recent years, alienation was arising in life values of college students. When facing with difficulties and setbacks, they did not know how to ask for help, even someone chose to end his/her own life. This research conducted a questionnaire survey to 107 students at Guangdong University of Technology of Dongfeng Road Campus in 2009. The data analysis showed that most college students did not understand what life education was and 67.9% of students considered it was necessary to give life education course. What's more, this was still a blank area not only in schools but also in communities. All in all, it could be seen urgency of popularizinglife education and we should carry out correlative activities in a hurry. Therefore, researchers designed a series of group themes, which helped students to establish a healthful idea of life in order to pursuit value and meaning of life, develop their potential of life, improve their quality of life professionally. 2. THE BRIEF INTRODUCTION OF THE LIFE EDUCATION ACTIVITIES At beginning, study recruited ten members. Then, researchers organized two group meetings and five group activities. The first group activity was Who am I: through self-portraits, members learned to understand themselves; second group activity was man in mirror: through role playing, members could express their values freely; third group activity was the film salon: through movie, members felt that life is precious; fourth group activity was challenges, through creating better environment and mind, members were more active; final activity was seasons, through showing short movies and games, members learned how to be grateful, and how to enhance their self-confidence. In a word, through above activities, members could understand and analyze themselves accurately; secondly, they could go deep into value and meaning of life; last but not least, they could look into beautiful future. After one year exploration and practice, research helped members to establish a correct outlook on life values, discovered their own potential, and let their personality perfectly. Meanwhile, by means of some professional methods, it caused not only for themselves, but also for their classmates and friends to create more active and healthy life value, reduce bad effects of suicide to people, wake up college students awareness of life consciousness to a certain degree, develop a positive attitude towards life. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».