University class construction plan
[Abstract] Admission education is an important educational process and intervention means after new students enter the university. The organizational structure of colleges and universities plays an important role in the education of freshmen in colleges and universities. It is necessary to make the new class construction an important position for the education of freshmen in colleges and universities. Based on the principle of systematization and experiencing, this paper designs some schemes for group counseling in the construction of freshmen's class, and tries to provide a reference perspective and practice mode for colleges and universities to carry out freshmen education.
[Keywords] Group Counseling Freshmen Education University Freshman Class Construction Plan I. Background of Program Design Since 1999, China's colleges and universities have undergone continuous large-scale expansion, and the number of students has expanded rapidly. In recent years, colleges and universities have begun to implement credit system and flexible academic system. As a result, the class size has expanded dramatically, the class structure is relatively loose, and the class composition is dynamic. In addition, the only child constitutes the mainstream group of college students, and the only child generation at the end of the 80s emphasizes personality and self. When freshmen enter the university from high school, there are problems in admission adjustment. Freshmen are faced with challenges from new environment and new roles. They face relatively open professional and vocational education from small test-oriented education in China to universities. The transition from life mode to social life mode requires a period of time and needs help from the school. Enrollment education is an important part of the school to help new students complete their status transition and adapt to school.
At present, the enrollment education of freshmen in colleges and universities, although rich in content, is all-encompassing, but the time is generally short, the form is relatively simple, the professionalism of the participants is insufficient, and the formalism tends to be serious. From some empirical studies, although some colleges and universities try to use new educational methods and means, such as the group counseling to join the new entrance education, but because of the short time and the lack of practical organizational forms and appropriate activity design, There are not many applications in the practice field of colleges and universities, and they are subject to considerable restrictions.
At present, the enrollment education of freshmen in colleges and universities, although rich in content, is all-encompassing, but the time is generally short, the form is relatively simple, the professionalism of the participants is insufficient, and the formalism tends to be serious. From some empirical studies, although some colleges and universities try to use new educational methods and means, such as the group counseling to join the new entrance education, but because of the short time and the lack of practical organizational forms and appropriate activity design, There are not many applications in the practice field of colleges and universities, and they are subject to considerable restrictions.
Second, the theoretical basis of program design Social learning theory Social learning theory was proposed and developed by Bantura and Walster in the 1960s, based on the stimulus-response perspective and expanded through experimental methods. How the social environment affects a theory that people produce certain learned behaviors. This theory holds that all social behaviors of human beings are formed, improved, or changed through observational learning of demonstration behaviors under the influence of the social environment.
Bantura also proposed an interactive determinism of environment, people and behavior. He believes that human social behavior is the result of information processing activities in which internal factors interact with the environment; human cognition not only affects the organization of behavior, but also feedback of behavior leads to the improvement of cognitive and regulatory functions. Human behavior not only changes the environment, but the environment also restricts human behavior. Therefore, a person is not completely free and can do whatever he wants, because he is subject to the environment and society; but at the same time, man is not a completely passive responder, because he forms a cognitive-mediated self-regulation system through interaction with society. They are interactively determined.
Field theory and group dynamics theory psychologist Lewin found that human beings are a complex energy system when studying the psychological facts produced by individual behaviors. It exists under the encirclement and influence of the external environment. The psychological living space, this space is a psychological dynamic field. Usually, a balanced state of tension is maintained between cells in the internal personal area. If internal and external stimuli cause the tension of a certain cell to increase, the balance state is broken. In order to restore balance, we will seek to meet the needs of the target in the psychological environment, and release the energy to act to achieve the goal. If this goal satisfies the need and reduces tension, it has a positive evoked force, causing individual orientation; otherwise it has a negative evoked force, causing rejection. The various behaviors of human beings occur in the external environment through the psychological dynamic field composed of the interaction of human self-state and psychological environment. To illustrate this phenomenon, Lewin adopted a formula: b = f = f, that is, the behavior is the function of the environment and the human, or the function of the living space in the heart.
Later, he saw p as a lot of people, and understood e as a quasi-social psychological environment, which constituted the living space of the group. Because of the interaction between people and the interaction between people in the group, the group seeks and determines the goals of various quasi-social societies to meet common needs, so there will be convergence, conflict, balance and imbalance of various energies. And the trend of group behavior and rejection, that is, the psychological dynamic field of the group. The behavior of an individual living in a group depends not only on the individual's living space, but also on the group's psychological dynamics. Therefore, it is much easier to change the individual's concept or behavior habits than to change the individual one by one; as long as the group values have not changed, it is difficult for the individual to abandon the group standard to change the original opinion.
Reference group theory The reference group theory is a social psychology theory about how people's psychosocial attitudes and behaviors are influenced by their subordinate or sought group reference. Reference groups can be divided into many types. There are two main functions: normative effects and comparative evaluation. These two functions are often unified, and sometimes the same group can play these two roles at the same time.
Regarding the conditions on which an individual chooses a reference group, Mayton stated in the article "Social Theory and Social Structure" in 1957: 1. If the group does not have sufficient prestige for its members, then its members will tend to choose external ones. Non-member groups as reference groups; 2. The more isolated and low-ranking individuals are in their own groups, the more likely they are to use external groups as reference groups, and expect to have a higher status there; 3. The greater social mobility The greater the likelihood that an individual changes the subordinate attribute of the group; 4. The individual's choice of the reference group also depends on the personality characteristics.
Cis theory
Cis, English is "corporate identity system", the specific meaning is the enterprise identification system. It is a design system that aims to form a good corporate image and effectively promote products by applying the overall communication system to the internal and the public to achieve a consistent identity or value to the enterprise. Ci is divided into three parts: mi, bi and vi.
Third, the basic situation of the design of the program
The basic idea is based on the content and purpose of the new student class construction. Based on the principle of systematization and experience, the program is divided into three parts: familiarity with the environment, organizational construction and member development planning. There may be intersecting parts between each link, each link is composed of several activity units, and each activity unit is connected with each other, and the form of each activity unit can be diverse. The instructor of the activity is preferably the class teacher or counselor of the class. The class teacher or counselor should be a teacher who has received professional training in team coaching. It can effectively control various problems arising in team activities and guide team activities. Head toward the target.
Activity Objectives The overall goal of group coaching mentioned in this program is to promote freshmen to quickly break through barriers in the new environment, familiar with the learning and living environment of university campuses, and promote the construction of new class organizations through effective and novel activities. In this process, the exchanges and cooperation between the freshmen of the same class are promoted, the team consciousness and spirit of the students are cultivated, a good class style is established, the cohesiveness of the class is improved, and the foundation of the excellent class culture is laid. Under this overall goal, the unit activity target can be set according to the specific conditions of each activity unit.
Coaching content and form In order to achieve the goal of the activity, the program will decompose the three links of the activity into eight units of activities, and integrate the goal of the coaching into each unit activity, so that the students can understand the class and cultivate the self in the personal experience. Recognize and manage awareness and promote the formation of collective cohesion. The activities of the eight units are radiated to eight weeks, one unit per week, each unit highlighting a theme, the activity time of each unit is not completely closed, and the completion of some tasks needs to be dispersed by each group after the end of the concentration activity. Activities in the form of games, discussions, role-playing, brainstorming, behavioral drills, field trips, etc., and finally to form class organization and share feelings to end activities. After some activities, the assignments are arranged, and members are required to practice the new behaviors of learning in their study and life, and to write their own experiences, rewards and suggestions for future activities.
The theme unit design theme unit design includes the following contents: establishing the unit name; determining the coaching goal; designing, defining the content of the coaching activity; selecting the form of the coaching activity; determining the time of the coaching activity; selecting the location of the coaching activity; preparing materials for the coaching activity; The effect of coaching activities.
Activity feedback and result sharing Through activity feedback to understand and grasp the effect of the activity, according to the student's on-site performance and timely feedback, the sentiment of the student's personal activities, the timely response of the instructor, the follow-up guidance to the students and the effect of the later class organization operation To adjust and modify the activity plan. In this program of activities, the sharing of results of unit activities is also an important part. In the event, the instructor should pay attention to set aside time to guide students to share the results of the activities.
Evaluation of the program The evaluation of the program can be carried out by means of psychological measurement and questionnaire survey. You can choose a class that is better than the class that is better in the class of the counseling class to conduct the “experimental group-control group” comparison test. Before and after the test, understand the changes in the psychological quality of the students before and after the event, so as to understand the actual effect of the activities; in addition, in four years of school life, the class operation status and class building of the counseling can be tested. The key to this part is to select the appropriate psychological measurement questionnaire for pre- and post-testing. The choice of psychometric questionnaire is related to the goal of team counseling activities.
[Keywords] Group Counseling Freshmen Education University Freshman Class Construction Plan I. Background of Program Design Since 1999, China's colleges and universities have undergone continuous large-scale expansion, and the number of students has expanded rapidly. In recent years, colleges and universities have begun to implement credit system and flexible academic system. As a result, the class size has expanded dramatically, the class structure is relatively loose, and the class composition is dynamic. In addition, the only child constitutes the mainstream group of college students, and the only child generation at the end of the 80s emphasizes personality and self. When freshmen enter the university from high school, there are problems in admission adjustment. Freshmen are faced with challenges from new environment and new roles. They face relatively open professional and vocational education from small test-oriented education in China to universities. The transition from life mode to social life mode requires a period of time and needs help from the school. Enrollment education is an important part of the school to help new students complete their status transition and adapt to school.
At present, the enrollment education of freshmen in colleges and universities, although rich in content, is all-encompassing, but the time is generally short, the form is relatively simple, the professionalism of the participants is insufficient, and the formalism tends to be serious. From some empirical studies, although some colleges and universities try to use new educational methods and means, such as the group counseling to join the new entrance education, but because of the short time and the lack of practical organizational forms and appropriate activity design, There are not many applications in the practice field of colleges and universities, and they are subject to considerable restrictions.
At present, the enrollment education of freshmen in colleges and universities, although rich in content, is all-encompassing, but the time is generally short, the form is relatively simple, the professionalism of the participants is insufficient, and the formalism tends to be serious. From some empirical studies, although some colleges and universities try to use new educational methods and means, such as the group counseling to join the new entrance education, but because of the short time and the lack of practical organizational forms and appropriate activity design, There are not many applications in the practice field of colleges and universities, and they are subject to considerable restrictions.
Second, the theoretical basis of program design Social learning theory Social learning theory was proposed and developed by Bantura and Walster in the 1960s, based on the stimulus-response perspective and expanded through experimental methods. How the social environment affects a theory that people produce certain learned behaviors. This theory holds that all social behaviors of human beings are formed, improved, or changed through observational learning of demonstration behaviors under the influence of the social environment.
Bantura also proposed an interactive determinism of environment, people and behavior. He believes that human social behavior is the result of information processing activities in which internal factors interact with the environment; human cognition not only affects the organization of behavior, but also feedback of behavior leads to the improvement of cognitive and regulatory functions. Human behavior not only changes the environment, but the environment also restricts human behavior. Therefore, a person is not completely free and can do whatever he wants, because he is subject to the environment and society; but at the same time, man is not a completely passive responder, because he forms a cognitive-mediated self-regulation system through interaction with society. They are interactively determined.
Field theory and group dynamics theory psychologist Lewin found that human beings are a complex energy system when studying the psychological facts produced by individual behaviors. It exists under the encirclement and influence of the external environment. The psychological living space, this space is a psychological dynamic field. Usually, a balanced state of tension is maintained between cells in the internal personal area. If internal and external stimuli cause the tension of a certain cell to increase, the balance state is broken. In order to restore balance, we will seek to meet the needs of the target in the psychological environment, and release the energy to act to achieve the goal. If this goal satisfies the need and reduces tension, it has a positive evoked force, causing individual orientation; otherwise it has a negative evoked force, causing rejection. The various behaviors of human beings occur in the external environment through the psychological dynamic field composed of the interaction of human self-state and psychological environment. To illustrate this phenomenon, Lewin adopted a formula: b = f = f, that is, the behavior is the function of the environment and the human, or the function of the living space in the heart.
Later, he saw p as a lot of people, and understood e as a quasi-social psychological environment, which constituted the living space of the group. Because of the interaction between people and the interaction between people in the group, the group seeks and determines the goals of various quasi-social societies to meet common needs, so there will be convergence, conflict, balance and imbalance of various energies. And the trend of group behavior and rejection, that is, the psychological dynamic field of the group. The behavior of an individual living in a group depends not only on the individual's living space, but also on the group's psychological dynamics. Therefore, it is much easier to change the individual's concept or behavior habits than to change the individual one by one; as long as the group values have not changed, it is difficult for the individual to abandon the group standard to change the original opinion.
Reference group theory The reference group theory is a social psychology theory about how people's psychosocial attitudes and behaviors are influenced by their subordinate or sought group reference. Reference groups can be divided into many types. There are two main functions: normative effects and comparative evaluation. These two functions are often unified, and sometimes the same group can play these two roles at the same time.
Regarding the conditions on which an individual chooses a reference group, Mayton stated in the article "Social Theory and Social Structure" in 1957: 1. If the group does not have sufficient prestige for its members, then its members will tend to choose external ones. Non-member groups as reference groups; 2. The more isolated and low-ranking individuals are in their own groups, the more likely they are to use external groups as reference groups, and expect to have a higher status there; 3. The greater social mobility The greater the likelihood that an individual changes the subordinate attribute of the group; 4. The individual's choice of the reference group also depends on the personality characteristics.
Cis theory
Cis, English is "corporate identity system", the specific meaning is the enterprise identification system. It is a design system that aims to form a good corporate image and effectively promote products by applying the overall communication system to the internal and the public to achieve a consistent identity or value to the enterprise. Ci is divided into three parts: mi, bi and vi.
Third, the basic situation of the design of the program
The basic idea is based on the content and purpose of the new student class construction. Based on the principle of systematization and experience, the program is divided into three parts: familiarity with the environment, organizational construction and member development planning. There may be intersecting parts between each link, each link is composed of several activity units, and each activity unit is connected with each other, and the form of each activity unit can be diverse. The instructor of the activity is preferably the class teacher or counselor of the class. The class teacher or counselor should be a teacher who has received professional training in team coaching. It can effectively control various problems arising in team activities and guide team activities. Head toward the target.
Activity Objectives The overall goal of group coaching mentioned in this program is to promote freshmen to quickly break through barriers in the new environment, familiar with the learning and living environment of university campuses, and promote the construction of new class organizations through effective and novel activities. In this process, the exchanges and cooperation between the freshmen of the same class are promoted, the team consciousness and spirit of the students are cultivated, a good class style is established, the cohesiveness of the class is improved, and the foundation of the excellent class culture is laid. Under this overall goal, the unit activity target can be set according to the specific conditions of each activity unit.
Coaching content and form In order to achieve the goal of the activity, the program will decompose the three links of the activity into eight units of activities, and integrate the goal of the coaching into each unit activity, so that the students can understand the class and cultivate the self in the personal experience. Recognize and manage awareness and promote the formation of collective cohesion. The activities of the eight units are radiated to eight weeks, one unit per week, each unit highlighting a theme, the activity time of each unit is not completely closed, and the completion of some tasks needs to be dispersed by each group after the end of the concentration activity. Activities in the form of games, discussions, role-playing, brainstorming, behavioral drills, field trips, etc., and finally to form class organization and share feelings to end activities. After some activities, the assignments are arranged, and members are required to practice the new behaviors of learning in their study and life, and to write their own experiences, rewards and suggestions for future activities.
The theme unit design theme unit design includes the following contents: establishing the unit name; determining the coaching goal; designing, defining the content of the coaching activity; selecting the form of the coaching activity; determining the time of the coaching activity; selecting the location of the coaching activity; preparing materials for the coaching activity; The effect of coaching activities.
Activity feedback and result sharing Through activity feedback to understand and grasp the effect of the activity, according to the student's on-site performance and timely feedback, the sentiment of the student's personal activities, the timely response of the instructor, the follow-up guidance to the students and the effect of the later class organization operation To adjust and modify the activity plan. In this program of activities, the sharing of results of unit activities is also an important part. In the event, the instructor should pay attention to set aside time to guide students to share the results of the activities.
Evaluation of the program The evaluation of the program can be carried out by means of psychological measurement and questionnaire survey. You can choose a class that is better than the class that is better in the class of the counseling class to conduct the “experimental group-control group” comparison test. Before and after the test, understand the changes in the psychological quality of the students before and after the event, so as to understand the actual effect of the activities; in addition, in four years of school life, the class operation status and class building of the counseling can be tested. The key to this part is to select the appropriate psychological measurement questionnaire for pre- and post-testing. The choice of psychometric questionnaire is related to the goal of team counseling activities.
"3"
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