i5 指导手册改革商业教育的5种有效教学法

22.使用i5教学指导手册7•结构8•阅读建议9•i5框架概述103.锚定假设114.培养负责任商业领袖的i5教学法20•使学习有意义23•培养快乐和幸福感36•发展支持性社交互动50•促进积极参与66•设计反复迭代825.长久游戏946.附录•5分钟练习的答案解析97•参考文献和尾注98些创新教学法在世界各地的大学课堂和商学原则应用到现实世界的情境中。我们如何支持学生承进行批判性思考，并帮助他们获得能够推动可持续发展的体•与利益相关者合作：通过建立合作伙伴关系和协作网6•结构•阅读建议•i5框架概述PRMEi5教学指导手册7X5。8教学法标准做法SUSTAINABLESUSTAINABLEDEVELOPMENT 3 反思反思•i5锚定假设反思•i5锚定假设反思•我为学员定的目标•适应性尝试•协作参与•综合性和系统性思考•营造积极氛围•培养归属感•情绪觉察与调节•同理心与换位思考•未来愿景•收集并综合反馈•发起并持续改变•管理不确定性•道德和伦理推理•协商和解决纠纷•发现问题并梳理框架•复原力•自我觉察和内省•价值澄清反思•我为自己定的目标ImpactfulFive(i5)PRMEi5教学指导手册20誉……对游戏式学习的恐惧和负面看法•使学习有意义•促进积极参与•设计反复迭代•发展支持性社交互动•培养快乐和幸福感习习标准标准做法“……如果按照产生问题相同的思维方式如果旧的思维方式受制于人们可能根本以为常的信念是如何在实际上复制和强树立模范和实际验证发自内心的引导：如何拥抱工作中的情绪”Marina和学生还有同事SilviaDamme参加2019年春夏季FridaysforFuture抗议活动树木。个性定制和形成社群尊重少数和个性定制•加拿大维多利亚大学古斯塔夫森商学接到女性的权利和可持续发展都……和我选择的价值观相关……我未来的目标是启发其他人……并为……专注女性可持续发LunaSanchez的视频宣言就是从世界价值观日活动中获得了灵感。24标准标准做法绪都会刺激大脑区域的活动和更高的多巴胺员在学习过程中可能且应该会经历负面情感““……老师同时也是学和情感上的准备……我们必须敢于这么巨大的变化无疑是很有挑战性的……然而，7页）是负责任领导力的一项重要技能。2023年董事会游戏启动仪式上学生和Ahmed即兴戏剧课堂上使用的活动挂图直坐在座位上躲在笔记本电P.BalaSubramanya教授与学生们在游戏结束后的合影。动你会发出声音吗？”“虽然Effie知道自己的未来和命运……她决心要过好当下的生活……她看到自己生活的美好以及随着时间推移她将经连接标准做法标准做法还教会我们文化的非正式规范和隐性价值观提出的富有远见的作品BraveCommunity(学员考验的方法展示了如何在教育环境中拥为媒介培养变革性对话所需的勇气和同理心调动JoséLuisCamarena班级的学生在使用“开放心态反馈和发展卡组”悦i5项目成员正在参加欢乐的破冰游戏。定制GIM首席部长研究员工作坊的小组合照。调动一个学生团队在加拿大维多利亚大学古斯塔夫森商学院外面集会协作等教育机构有责任促进创造性跨文化交促进我们的教职员工和学生社区的包容性对话，鼓励他们在项目中发挥作用……去克服……[海大学的教授“在这方面……非常体贴……培队的偏好……同时了解产生这些不同观点的文化起到引导的作用。但是哈萨克和吉尔吉斯……学生凭标准标准做法异科技进步的能力将是一项必不可少的技能。空间或周围环境中进行身体活动。::建立关联学生可以使用Aim2Flourish这类网站来找到用科技的机会。S.P.Jain管理与研究学院(SPJIMR)实际验证和建立关联哥伦比亚外事大学(实际验证和建立关联哥伦比亚外事大学(UniversidadExternadodeColombia)的新兴市FEA-RP学生体育协会AssociaçãoAtléticaAcadêmicaFlavianaCondeixaFavaretto愉悦学生们在模拟开始时就确定了各自在企业中担任的高管职位。学生在团队中一起快乐而勤奋工作。……这样就有了更……这样就有了更社群重实地考察。联合创立的公平贸易咖啡公司。而在布查特花MackenzieTwist的学生拍了一张团队照片并把它发布在自己的博释她为什么选择服务管理专业。forCatalyticImpact:Fil他武术已经30年了，我从这种训练中可以学是我没有勇气尝试做哪怕只是5分钟的太极游戏的确收获了很多欢乐。让学生就相关主题或阅读内容在上面发表自他们都倾向于以一种压抑本能的参与方式来后可以继续玩耍。为了玩一些无聊游戏而牺牲了严肃的知识材在尝试的过程中积累勇气。1234567标准标准做法个学习体验中的发展过程。FlipGrid上提交视频回答课程开始时使用的1本文中对学习记录的描述是一种多方面教学实践方法的简方法更详细的高阶入门说明。JoséLuis在课堂上使用StellaSoftware软件进行系统动态建模的示例。回顾反思的学生使用“我过去认为……现在我认为”业道德规范我现在认为这一点没有得到动德拉萨大学的学生在课堂上全神贯注地FashionCompany角色扮演游戏成为一动Abdelgaffar,H.A.(2021).Areviewofresponsiblemanagementeducation:Practices,outcomesofManagementDevelopment,40(9/10),613–638./10.1108/JMD-03-2020-0087It.JournalofManagementEducation,46(1),178–209./10.1177/1052562920983839Bandura,A.(2001).SocialcBattiste,M.A.(2013).Decolonizingeducation:Nourishingthelearningspirit.PurichPublishingLimited.CenteredonHumanLateralFrontopolarCortex.PLoSBiology,9(6),e1001093–e1001093.https://doipbio.1001093Boylan,M.(2013).Deepening&Leadership,44(1),57–72./10.1177/1741143213501314Brandenburger,A.,&Nalebuff,B.(1997).Co-opetition:Arevolutmesolimbicsystem.HumanBrainMapping,33(6),1309–1324./doi:10.1002/hbm.21288Cameron,K.(2012).PositiveleaderCannon-Bowers,J.A.,&naturalisticdecisionmakingperspeInstitution./wp-content/uploads/2018/11/Education-system-alignment-for-21st-century-skills-012819.pdf702–734.Cools,R.(2011).DopaminergiccontrolofthestriaCsikszentmihalyi,M.(1990).Flow:The/pd/ee/culturallysustainingped.aspDamascio,A.(2000).Thefeelingofwhathappens:Bodyandemotioninthemakingofconsciousnesshttps://dr.library.brocku.ca/bitstream/handle/10464/14859/The%20future%20of%20education%20ENG.pdfnetworktoaffectshiftingbetweenobjectfeatures.JournalofCognitiveNeuroscience,24(9),1960–1970.https://doi.org/10.1162/jocna00252businesssimulationgame.6.Psychologist,55(11),1196–1214./10.1037/0003-066X.55.11.1196Relations(NewYork),54(1),101–111./10.1177/0018726701541013Diamond,A.(2013).Executivefunctions.AnnualReviewofPsychology,64,135–168.PubMed./10.1146/TheJournalofManagementDevelopment,32(3),309–318./10.1108/02621711311318337peer-reviewedliteraturelinkedtopositivepsychology.TheJournalofPositivePsychology,10(3),185–19510.1080/17439760.2014.943801psychology:Methodsforcommunityresearchandactionfordiversegroupsandissues(pp.255–274).AmericanPsychologicalAssociation./10.1037/14954-015increasesstudentperformanceinscience,engineering,andmathematics.ProceedingsoftheNationalAcademyofSciences,111(23),8410./10.1073/pnas.1319030111Ganz,M.(2008).Whystoriesmatter:Theartandcraftofsocialchange.Sojourners,9–10./magazine/march-2009/video-marshall-ganzpretense:Automaticengagementoftheintentionalstanceundercovertconditions.JournalofCognitiveNeuroscience,16(10),1805–1817./10.1162/0898929042947892connectivitybetweenhippocampus,ventromedialprefrontalcortex,andlarge-scalenetworks.TheJournalofNeuroscience,34(34),11297–11303./doi:10.1523/JNELearning&Education,4(1),75–91./10.5465/AMLE.2005.16132558FoundationofPublicInterest.http:///images/stories/grli/documents/Manifesto_GLOBAL.pdforg/10.4135/9781526477187.n16outcomesandpractices.JournalofGlobalResponsibility,8(2),281–299./10.1108/JGR-01-2017-0004Education,2016(174),21–33./10.1002/he.20186Hackman,J.R.(2002).Imperativesforleaders.InJ.Rperformances(pp.199–232).HarvardBusinessEncounters.ISSN:2189-101X–TheAsianConferenceonEducation&InternationalDevelopment2018OfficialConferenceProceedings./submission39410/Hardman,G.(John).(2009).Regenerativeleadership:Anintegraltheoryfortransformingpeopleandorganizationsforsustainabilityinbusiness,education,andcommunity(Vol.70,Issue4,p.1116).Hawkins,D.(1978).Criticalbarrierstosciencelearning.Outlook29:3-23.Outlook,29,3–23.Heaphy,E.,Stephens,J.P.,&Dutton,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