使用设计思维探索学术情感应用到小学学习压力适应
1Graduate School of Design, National Yunlin University of Science and Technology, Yunlin 64002, Taiwan.
Healthcare (Basel, Switzerland)
|November 9, 2024
概括
设计思维活动帮助学生管理学习压力,提高学术情绪. "减轻压力设计"课程培养了积极的情绪,如快乐和放松,减少焦虑.
科学领域:
- 教育心理学教育心理学
- 卫生教育卫生教育教育
- 设计思维教学 设计思维教学
背景情况:
- 学生学习压力适应对于学业成功至关重要.
- 有限的研究存在于设计思维在应激适应和学术情绪中的作用.
- 为学生的压力管理制定有效的干预措施至关重要.
研究的目的:
- 开发和评估"减压设计"的教学活动.
- 探索设计思维对学生学术情绪和压力水平的影响.
- 调查设计思维对于初级健康教育中的应激适应课程的适用性.
主要方法:
- 混合方法研究设计,结合学生的学术情感期刊和压力减轻协议调查.
- 伦理认可的研究涉及24名学生,年龄为10-12岁,参加了为期5天的假日研讨会.
- 教学活动包括15个会话,分别在5天内进行.
主要成果:
- 学生主要报告了积极的学术情绪,包括快乐,自豪,希望和放松.
- 不同的负面情绪,如焦虑和无聊,也较少被报告.
- 参与者表示,这门课程有效缓解了他们的心理压力.
结论:
- 设计思维是适合压力适应课程的教学方法.
- "减轻压力设计"活动为学术情绪创造了支持性的学习环境.
- 这项研究为应激管理的初级健康教育中应用设计思维提供了新的见解.
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