| | Course time | Course unit topics | Course implementation process and method | Remarks: art media |
| | 1 March 1, 2010 | Purpose of family formation: to understand the course form, eliminate the strangeness among members, understand each other, and form a small family | (1) Course introduction: introduce the course content, form, and teaching methods | A4 sketch paper, Hb pencil, eraser, etc. | | Establish reasonable coping styles before, after, or after falling in love | (2) The first test of psychological scale is the pretest | Zhi, glue, scissors, self-brought pictures, and photos related to love, etc. | | | (3) Warm-up activities: use the Gestalt grouping method to group according to age, zodiac, and exchange personality characteristics with each other | | | | (4) Group grouping “simulated family”: divided into 10 small families, with more than 11 people in each group. Each group selects two principal and deputy parents to be responsible for management and gives a sentence of “who is (she),” and finally shares it | | | | (5) Situational drama activities: the performance of “the development process of love emotion” in situational drama, that is, acquaintance, development, conflict, redevelopment, and decision, who is most able to think about their own pursuit and ideas, emotional needs, and how to actively guide | |
| | 9 May 10, 2010 | Emotional integration purpose: to integrate friendship, family affection, and love emotion from the level of knowing and doing | (1) Introduction to the course: the explanation of love sentiment, that is, sense of reason, aesthetics, and morality | 24 color watercolor pens, oil painting stick, color pencil, A4 sketch paper, Hb pencil, eraser, etc. | | (2) Emotional test and case discussion and explanation | | (3) Painting and story analysis: “future life—a better tomorrow” nine-division painting and story sharing, according to the operation steps of the nine-division integration painting method | | (4) Viewing of audiovisual materials: emotion and marital emotion |
| | 10 May 17, 2010 | The purpose of personality integration: members share deeply, integrate the curriculum harvest, and integrate into personality | (1) Course introduction: course summary | Watercolor pen, oil painting stick, watercolor pigment, rice paper, A4 sketch paper, pencil, eraser, etc. | | (2) Personal painting: “a growing tree of life” and sharing | | (3) Group painting: “emotional garden,” small family as a group, using large rice paper | | (4) Explore the future career blueprint, discuss, and share | | (5) After the second test of the psychological scale, the students bid farewell to each other |
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