The least desirable class hours in my college days were the first hour of every course of "Introduction", They were boring and difficult to understand. It always took a few weeks before I begin to appreciate the "introduction."
In a study course outside the framework of a college, is it necessary to start with the introduction at the beginning? In fact, especially in an experimental course, you can try many different ways. For example, start a course of study with the followings alternative ways:
- Talk about the conclusions of the whole course, including the benefits, shortcomings, uses, usages, etc. of the knowledge. Hold any of the content of the course temporarily to generate curiosity.
- Start with just one point in the introduction, just any point, as a beginning, instead of the whole bird's view.
- List the outline and ask students to voluntarily propose any topic that they want to know first to start talking about the introduction. (The key is to invite students to participate in the context of the introduction through participation)
- Utilize some forms that are easy and accessible, such as stories, questions, news, history, movies, jokes, and so on. The key is to touch and stop at one point, and it is not necessarily in every detail with perfect thoroughness. Take "lead to some doubts and topics with questions hanging" as the main function of the introduction. (The key is to generate learning motivation through the introduction.) This party may include the use of right and wrong questions (or multiple choice questions) to present the focus of the introduction, that is, including some wrong statements, inviting students to correct or choose.
It seems that I can use these temporary methods to draft this introduction. The key is "not necessarily complete, not necessarily correct." This can be said to be the cornerstone of the entire "methodology of story management" 10:25 2018/9/17
2018/9/18 11:25 (drafted in Chinese)
This title is written as "Introduction to Writing." In fact, at the beginning of a program and training course, we need to introduce the whole activity to let everyone know the scope and the outline to cover, and whether the learners satisfy enough conditions to participate in the whole process. In an activity outside the school system, there is a good chance that someone will not be able to complete the process or miss some process. Therefore, there is also a need to mention remedies for those who might miss some points in the process. (translated 23:19 2019/5/25)
Ok, now I would try to draft a brief overview.
2018/10/08 3:30 開始寫講義：
一、培養出一群人
先談整個課程的結語，包括這些知識的好處、缺點、用途，用法等等，到底整個課程是什麼咚咚就暫時賣個關子。
這個課程的目的在於培養出一群人樂意以群體方式共同經營故事，使故事發揮許多用途。
2018/9/18 11:25 (drafted in Chinese)
This title is written as "Introduction to Writing." In fact, at the beginning of a program and training course, we need to introduce the whole activity to let everyone know the scope and the outline to cover, and whether the learners satisfy enough conditions to participate in the whole process. In an activity outside the school system, there is a good chance that someone will not be able to complete the process or miss some process. Therefore, there is also a need to mention remedies for those who might miss some points in the process. (translated 23:19 2019/5/25)
Ok, now I would try to draft a brief overview.
- [Yes/No] The method of this activity is very rigorous and you must not mess up any steps.
(This activity is always an experiment perpetually, even if it is a step of exercise already repeated several times, it can not exist without the attributes of an experiment. Everyone is expected to think about the nature of "experiment", some simple rules whether right, wrong, or reasonable. Write them down quickly and share them with one another generously.) - [Yes/None] In order to avoid wasting everyone's time, the exercises should be written very carefully and carefully proofread before they can be raised.
"Write it down quickly and share it generously" is one of the main characteristics of this activity. "Try and error" is the oldest and most important basic method of learning and that of science. On the other hand, this activity must try to prevent "value judgment" on any person and any matter, that is, to avoid saying "good" or "not right", etc.
- [是/非] 這個活動的方法很嚴謹，絕對不可弄錯任何步驟。
[是/非] 為了避免浪費大家的時間，練習題要很認真寫，仔細校對才可提出來。
「快速地寫下，大方地分享。」是這個活動的主要特質之一。「嘗試與錯誤」是最古老的，也是最主要的基本學習法與科學方法。相對地，本活動必須設法防止對任何人、任何事情的「價值判斷」，也就是說要避免講出「講得好」、「不對」，那類的話。- [是/非] 學習的順序很重要，若是跳過某個步驟可能前功盡棄。
這個活動沒有「不可或缺」的成分。換句話說，發現少了什麼的時候，就是要設法補上或是接受事實，繼續往前，設法預防不良後果及後遺症。 - [是/非] 老師，或是這個活動的帶領人在講話時絕對禁止插嘴。等到開放發言時才可提出問題。
避免干擾講者的思路，不得以非插嘴不可時，先徵求插嘴的同意，也尊重講者支配時間與時機的權益。發現講者違規時（出現「權宜」問題時，也就是或內容不適合進度或是不妥當，如轉進行人身攻擊。） - [是/非] 寫故事是專家在作的事情。
- [是/非] 有些事情沒有市場，不值得寫
- [是/非] 寫出來的文字被修改是「見不得人」的事情。
- [是/非] 寫故事一定要文筆流暢
2018/10/08 3:30 開始寫講義：
一、培養出一群人
先談整個課程的結語，包括這些知識的好處、缺點、用途，用法等等，到底整個課程是什麼咚咚就暫時賣個關子。
這個課程的目的在於培養出一群人樂意以群體方式共同經營故事，使故事發揮許多用途。
- 請學員們在三分鐘內各自寫下故事的用途，天花亂墜不必擔心寫錯。
- 三分鐘後輪流講出每個人寫出來的用途，即使別人已經講過也沒關係，都要用自己的話講出來。（這是第一次的方想訓練，記得不必計較對錯、好壞。養成習慣才是重點。）實際所需的時間因學員數字而異。上課前既然已經知道學員數就要先估計三分鐘是否太長。（若人數多，也可考慮事先公告這個練習，讓大家在上課前就寫好，舖上網，或是現場提交紙本。方式不拘，關鍵在於打造出一個放心分享的環境）
- 不必作出有關故事用途的結論。事後彙整公告在網頁或是佈絡閣裡。若沒有佈絡閣，可以把副本張貼讓大家看。這些故事用途可能在事後改寫成衣篇文章投稿。可以鼓勵大家彙整後各自投稿。當作練習。
先講概論裡面的一點，也許是任何一點，做為開始。講員任意挑選一點來講，也可以列出數點讓學員投票決定先講哪一點。（精神在於成人教育沒有完整答案，每一項講解都在引發學員的好奇及求知慾。大部分的話題需要由學員們練習自己找出自己的答案，拿來跟別人分享，不斷地吸收別人的答案，繼續更改自己的答案）
這裡提出一些點做參考：講原可以上網搜尋看看有什麼可做參考的資訊。http://life.fhl.net/Novels/201108/03.htm
- 怎麼解釋「什麼是寫作」，現場有哪些不大一樣的定義。談談不同的定義可能產生什麼不同的效益。
- 請一、兩位學員志願舉例說明寫作
- 「寫作的必要條件」
- 「寫作的核心條件」
- 「寫作的充分條件」
- 「寫作的邊際條件」（不在邊界內就不算是寫作了）
- 什麼看似寫作其實不是。
- 辨識得出「是不是寫作」有什麼用？（避免無謂的失望、洩氣）
列出課程大綱，讓學生自願性地提出任何一項想要先知道的課題來開始談那一項的概論。（關鍵是在於邀請學生透過參與進入概論的情境）
四、點到為止（若是時間不夠，這一點稍微提到就可以，略過也沒關係）
以故事、疑問、新聞、歷史、影劇、笑話，等輕鬆又容易接觸的方式帶過概論。關鍵在於點到為止，並不需要把概論講得很詳細，很清楚。把「引出、留下一些疑點與話題」，當做概論的主要功能。（關鍵在於透過概論引起學習動機）這個方使可能包括用是非題（或是選擇題）方式提出概論的重點，也就是包括一些錯誤的說法，邀請學生更正或選擇。
4:01 2018/10/8
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