自我探索與了解

自我探索與了解

報告人：侯素棉

95.12.191綜合活動十大指定內(nèi)涵自我探索與了解活動－藉由各項活動的參與，逐步了解自己的能力．興趣．想法．情緒和價值觀，進(jìn)而欣賞自己的特長，悅納自己的缺點(diǎn)，促進(jìn)個人的生涯發(fā)展，並培養(yǎng)自我指導(dǎo)的能力．2國小綜合活動課，應(yīng)在建立學(xué)生正向的自我概念，以此為基礎(chǔ)，發(fā)展良好的人際互動模式，進(jìn)而進(jìn)行自我覺察與自我探索3『我』是三角鼎立的結(jié)構(gòu)基因（遺傳）環(huán)境（生活經(jīng)驗(yàn)）發(fā)展階段（自我覺知）45自我概念的意義(一)自我概念並非天賦的實(shí)體，而是一種概念性的構(gòu)設(shè)（conceptualconstruct)(郭為藩，民68)個人對其行為、能力、身體、個人價值感所持有的態(tài)度、判斷與價值。即個人對自己的知覺與評估（Byrne,1974)6自我概念的意義(二)Cooley以「鏡中自我」，說明自我概念是透過與他人交往，想像自己在他人心目中的形象，同時想像他人對此形象的批評，而後產(chǎn)生的自我感(郭為藩，民85)自我概念是一個人對自己的看法、態(tài)度、意見和價值判斷的綜合，所有這些對自己的知覺合在一起，就形成個人的「現(xiàn)象我」(張春興、林清山，民70)7自我概念的層面結(jié)構(gòu)（一）從自我的組成分析一、軀體我－對自己軀體及生理需要的認(rèn)定。二、社會我－對個人在社會生活中所擔(dān)任各種角色的認(rèn)定。三、心理我－對某些信念、意願及價值體系的認(rèn)定。8自我概念的層面結(jié)構(gòu)（二）從自我的動態(tài)層次分析一、投射我－是個人想像中他人對自己的整體看法。二、現(xiàn)象我－對自我本身的看法與態(tài)度。三、理想我－個人希望達(dá)成的較圓滿的形象，期望自己將來變成怎樣的一個人。（郭為藩，民85)9Self-conceptdevelopment(1)Becauseofthegoodandhelpfulthingswedoforourselvesandothers,wefeelandthinkthatweareworthwhilepeople,wearewellonthewaytowarddevelopingahealthyself-concept.10Self-conceptdevelopment(2)Asecondimportantaspectofpositiveself-conceptdevelopmentisthefeelingthatsomeonecaresaboutus.And,ifthissomeoneisapersonwithwhomwehaveasharingandcaringrelationship,ourself-conceptwillrestonafirmerfoundation.(Thompson,1979)11由繪本看自我概念你很特別12SelfAwareness

Oneofthemostimportantfactorsinbuildingyourselfesteemandconfidenceisyourselfawareness.Butwhatexactlyisit,whyisitimportantandhowcanyoubecomemoreselfaware?13SomeareasthatSelfawarenesscovers(1)1.yourwishesanddesires-whatdowantinyourlife2.whatareyourstrengths?3.whatareyourweaknesses?4.whatmotivatesyou,whatmakesyouhappy?5.whatdoyouwanttochangeaboutyourselforaboutyourlife?6.whathaveyouachievedsofar?14SomeareasthatSelfawarenesscovers(2)7.howdoyourelatetoothersandisthissociallyacceptableorbeneficialtoyou?8.whatstopsyoufromachievingwhatyouwant?9.howdoyouneedtoimproveasaperson?10.whatareyourmostimportantbeliefsandvalues?11.whatvaluedoyouseeyourselfashavingasaperson?/self_awareness.htm15Usingclassroomgroupmeetingstoenhancestudentsself-concept(1)Allowstudentswhohavelowstatusamongclassmatestocontributetoclassdiscussionandtherebyimprovetheirstatus.Allowstudentstorealizetheir“power”byinfluencingthethoughtsandactionsofthegroup.16Usingclassroomgroupmeetingstoenhancestudentsself-concept(2)Provideanewtypeofactivitythatcouldbecomeasuccessexperienceformanyofthestudents.Allowteacherstoseetheirstudentsengagedina“new”activityandconsequentlyrecognizestudentpotentialsandabilitiesmorefully.17Someactivitiesforself-conceptdevelopment18Activity:ListeningGameLevel:Grade1-AdultPurpose:Tolearnthatlisteningisaskillnecessaryforeffectiveclass-roomgroupmeetings.Procedure:Duringanyclassroomgroupdiscussiononasubjectofspecialinteresttotheclass,interruptthediscussionandtellthestudentsthat,beforeanyonespeaks,heorshemustsummarizewhatthepreviousspeakerhassaid.Anyoneinthegroupmaychallengetheaccuracyofthesummaries.19Activity:TheHatGame(1)Level:Grade5-AdultPurpose:Toexplorefeelingscreatedbyreactionsofotherstooneselfandeffectsofsuchreactionsonone’sself-concept.Materials:1.Sevenstripsofpaper3incheswideand16incheslong.2.LabeleachstripwithoneofthefollowingLaughatwhatIsay.Ignoreme.Agreewithme.Disagreewithme.Askmequestions.TurnawayfrommeRespectme.

20Activity:TheHatGame(2)Procedure:1.Arrangesevenstudentsinasmallcircleandtheremainingstudentsinalargercirclearoundthesmallergroup.Assignvariousobservationtaskstothestudentsintheoutsidecircle.2.Usingthepaperclips,makehatsoutofthesevenpaperstripsandplaceoneontheheadofeachstudentinthesmallcircle.Eachparticipantcanseewhatthehatssay,excepttheonethatheorsheiswearing.21Activity:TheHatGame(3)Procedure:3.Forbestresultsgivethe“Ignoreme”hattoapopularstudent.4.Assigntothesmallgroupacontroversialtopicofinterestfordiscussion.5.Askallmemberstoreacttooneanotherinthewaydescribedbytherespectivehatsandtotrytocometoanagreementaboutthetopic.22Activity:TheHatGame(4)Procedure:6.Discussionendswhenmembersdiscover,throughtheothers’reactions,whattheirownhatsays.Theparticipantsthenlookattheirhats.7.Discussion—someconcerningtheparticipants’ownfeelings—”Howdidyoufeel?”Someconcerningthebehavioroftheotherparticipants–”Howdidheorshebehavewhenyoureactedinthewaythehatdescribed?”Theobserversmaybeasked”Whatdidyouobserve?”23Activity:Exploring

Self-ConceptLevel:Grades1-3Purpose:Tohelptheteachersfindouthoweachstudentseeshimselforherself.Materials:Modelingclay.Procedure:Havethestudentschoosetheclayofthecolortheywishtouseandaskthemtomaketheirownfaceswiththeclay.Thisactivityleadstoadiscussionofhowweseeourselves,howothersseeus,andwhatwethinkaboutourselves.24Activity:RecognizingExpressionsofFeelingsPurpose:Tohelpstudentslistenforandidentifythefeelingwordsusedinastory.Procedure:Studentslistentoastoryandrecordthefeelingwordsonpaper.Theymaychecktheirlistwiththeteacher’sanswerkey.Studentsmaymakeuptheirownstorywiththewordsfromalist.25我的一次課堂經(jīng)驗(yàn)(1)傾聽的體驗(yàn)活動作法：學(xué)生兩兩一組，一位報告我最喜歡做的事，另一位表現(xiàn)不專注的行為，三分鐘後，角色互換學(xué)生反應(yīng)：不被關(guān)心．覺得自己不好．生氣．