「社會：社會領導探索（正向心理學）」是一門旨在幫助大學生發展「社會情緒學習（Social Emotional Learning, SEL）」五大素養的通識課程。以「社會情緒學習（Social Emotional Learning, SEL）」五大內涵為主軸，培養並支持學生發展自我覺察(self-awareness)、自我管理(self-management)、社會覺察(social awareness)、人際技巧(relationship skills)、負責任的決策(responsible decision-making)的能力。
課程將結合「正向心理學(Positive psychology)」的核心概念與理論，並以生活案例、聖經故事，以問題導向學習（PBL）的方式，幫助學生認識自我、建立自信、學會換位思考與理解他人、發展人際關係、面對挑戰，期望能協助學生找到並釋放內在光芒，成為他人的祝福與啟發者。
綜上，本課程旨在支持與陪伴學生能活得精彩，啟動新生命的旅程。
Be bright. Be you. Be someone’s light!
"Society: Exploration of Social Leadership (Positive Psychology)" is a general course designed to help college students develop the five competencies of "Social Emotional Learning (SEL)". Taking the five connotations of "Social Emotional Learning (SEL)" as the main axis, we cultivate and support students to develop self-awareness, self-management, social awareness, and interpersonal skills. skills) and the ability to make responsible decisions.
The course will combine the core concepts and theories of "Positive psychology", and use life cases, Bible stories, and problem-based learning (PBL) to help students understand themselves, build self-confidence, and learn to think from others' perspective and Understand others, develop interpersonal relationships, and face challenges. We hope to help students find and release their inner light and become a blessing and inspiration to others.
To sum up, this course aims to support and accompany students to live a wonderful life and start a new life journey.
Be bright. Be you. Be someone’s light!
主要教科書
吳煒聲譯（2016）。正向心理學：人類優勢的科學與實務探索（原作者：S. J. Lopez, J. T. Pedrotti, C. R. Snyder）。台北市：雙葉書廊。
參考資料
(1) Snyder, C. R., & Lopez, S. J. (2005). Handbook of positive psychology. New York, NY: Oxford University Press.
(2) 教師自編教材。
Main textbooks
Translated by Wu Wei (2016). Positive Psychology: The Scientific and Practical Exploration of Human Strengths (Original authors: S. J. Lopez, J. T. Pedrotti, C. R. Snyder). Taipei City: Shuangye Bookstore.
References
(1) Snyder, C. R., & Lopez, S. J. (2005). Handbook of positive psychology. New York, NY: Oxford University Press.
(2) Teachers compile their own teaching materials.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與、出席狀況課堂參與、出席狀況 Class participation and attendance status |
20 | |
| 課堂小組合作學習課堂小組合作學習 Classroom group cooperative learning |
20 | 小組成員協同合作共同進行議題的探索與分析 |
| 小組學習契約小組學習契約 Group Learning Contract |
30 | 請各合作學習小組於第12週前訂定小組學習契約/微型實驗計畫書，依據授課教師編製之「PBL問題設計檢核表」設定一個有意義的探究主題與問題，接下來發展探索性的計畫，繼而對感興趣的主題進行資料蒐集與介入改變，並於學期末發表問題探究與解決過程的學習成果。 |
| 個人參與及反思札記個人參與及反思札記 Personal participation and reflection notes |
40 | 個人在課堂參與、課堂學習單及省思札記之表現 |
