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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Development of an Appreciative Inquiry and Assessment Processes for Students’ Self-knowing and Self-Development
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Development of an Appreciative Inquiry and Assessment Processes for Students’ Self-knowing and Self-Development

机译：为学生的自我认识和自我发展提供有鉴赏力的询问和评估程序

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摘要

Self-knowing leads to self-understanding and self-development which aimed at achieving desired goals and becoming a stepping stone toward living contentedly with people in society. Assessment is essential to self-knowing. In the past, most assessments were conducted for comparison with greater emphasis on pass-fail decisions than assessments for development. The purpose of this study is to the development of an appreciative inquiry and assessment processes by integrating assessment concepts with appreciative inquiry to determine capacity and advantages while forming a foundation focusing on future goals to promote self-knowing and development among students by synthesizing documents. According to the findings, appreciative inquiry and assessment processes for developing self-knowing and self-development comprise the following seven stages of appreciative inquiry: Develop Relations (D1), Define (D2), Discover (D3), Dream (D4), Design (D5), Deploy (D6) and Document (D7). Each step of appreciative inquiry involves assessment and internal feedback data provided by students, friends, parents, guardians and teachers.
机译：自我认识导致自我理解和自我发展，旨在实现期望的目标，并成为满足人们与社会上人们生活的垫脚石。评估对于自我认识至关重要。过去，大多数评估都是为了进行比较而进行的，而与发展评估相比，它更强调通过与否的决定。这项研究的目的是通过将评估概念与欣赏性查询相结合来确定能力和优势，同时建立着眼于未来目标的基础，从而通过综合性文件促进学生的自我认识和发展，从而发展具有欣赏性的询问和评估程序。根据调查结果，用于发展自我认识和自我发展的欣赏式询问和评估过程包括以下七个阶段的欣赏式询问：发展关系（D1），定义（D2），发现（D3），梦想（D4），设计（D5），部署（D6）和文档（D7）。欣赏探究的每个步骤都涉及学生，朋友，父母，监护人和老师提供的评估和内部反馈数据。

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