首先来,首先观察:利用观察作为一个教学工具来改变领导力学习
Brittany Devies1, Grant R Mitchell2, Katherine Gibson3
1Fraternity and Sorority Life, Florida State University, Tallahassee, Florida, USA.
New directions for student leadership
|September 1, 2024
概括
使用主动和非主动回忆的领导观察,将理论与实践联系起来,以提高学生的学习能力. 教师应该将故意观察纳入课程,以建立更深层次的联系和未来的准备.
科学领域:
- 教育心理学教育心理学
- 领导力研究 领导力研究
背景情况:
- 领导教育往往难以将理论知识与实际应用相结合.
- 学生从将抽象概念连接到有形,现实世界的场景的方法中受益.
研究的目的:
- 倡导在教育环境中使用领导观察的教学方法.
- 通过将理论与实践联系起来,展示领导观察如何增强学生的学习.
主要方法:
- 这篇文章提出了领导观察作为一种利用主动和非主动回忆的技术.
- 它强调通过观察将理论领导概念与现实世界的例子联系起来.
主要成果:
- 领导观察通过在实践中将理论接地,促进了学生更深入的理解.
- 分享个人叙述和实际策略,以说明有效实施.
结论:
- 应该将故意的领导观察纳入教育课程.
- 这种教学方法通过培养实际见解,更好地为学生准备未来的领导角色.
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