弗雷塔格的戏剧性结构:思考设计和提供有影响力的培训
D J Kelly-Quattrocchi1, Sarah Kutten2, Jonathan Kroll3
1KQ Consulting & Training LLC, Eugene, Oregon, USA.
New directions for student leadership
|November 30, 2024
概括
本研究介绍了"培训故事"方法,这是设计有影响力的领导力培训的框架. 它使用戏剧性的结构来增强教师在体验式学习课程中的参与和享受.
科学领域:
- 教育心理学教育心理学
- 领导力发展 领导力发展
- 经验式学习理论经验式学习理论
背景情况:
- 许多学生领导教育工作者缺乏在设计有影响力的教育经验方面的正式培训.
- 现有的培训方法可能无法始终实现高参与度或享受.
- 需要有结构的框架来改善领导力培训的设计和交付.
研究的目的:
- 为设计和提供高影响力的领导力培训提供一个经过验证的框架.
- 引入"培训故事"方法,利用体验式学习和反思性对话.
- 为领导教育工作者提供实际指导,以提高他们的培训实践.
主要方法:
- 这篇文章提出了"训练故事"的方法,基于古斯塔夫·弗雷塔格的戏剧性结构.
- 它强调了体验式学习原则的整合.
- 该方法包括反思对话,以加深参与者学习.
主要成果:
- "训练故事"方法提供了一个结构化的方法,以始终创造引人入胜和愉快的训练体验.
- 这个框架指导教育工作者设计有影响力的学习旅程.
- 为领导教育者提供有希望的实践被点亮,以灌输这个模型.
结论:
- "培训故事"方法为领导教育工作者设计和提供更有效的培训提供了一种有价值的,结构化的方法.
- 实施这种框架可以带来更高的参与者参与,享受和学习成果.
- 进一步采用这种模式可以显著提高学生领导教育的质量.
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