我国教育心理学教学研究的现状与未来路径:基于CSSCI期刊文献的实证分析  

An Empirical Analysis of the Current State and Future Direc-tions of Educational Psychology Teaching Research in China Based on CSSCI Journal Literature

作　　者：刘燊 骆瑜琳 方芳[1] LIU Shen;LUO Yulin;FANG Fang(School of Humanities and Social Sciences,Anhui Agricultural University,Hefei 230036,China)

机构地区：[1]安徽农业大学人文社会科学学院,合肥230036

出　　处：《应用型高等教育研究》2024年第4期74-79,共6页Application-Oriented Higher Education Research

基　　金：教育部高等学校心理学类专业教学指导委员会课程建设类教改项目“农业类高校《实验心理学》课程立体式教学改革探索与实践”(20231052)。

摘　　要：基于CSSCI来源期刊中关于教育心理学教学研究的文献,针对我国教育心理学教学研究的现状进行系统分析,探讨该领域的未来发展路径。通过对于349篇文献的发文数量、作者结构、资源配置以及研究热点等维度的实证分析,发现教育心理学教学研究存在学者年龄断层、资源分配不均、学科地位较低等问题。在此基础上,结合高被引论文的热点方向,总结了教育心理学教学研究的潜在发展机遇,提出了未来研究应当拓宽研究资源、提升学科地位、优化教材体系和考研布局等建议,为教育心理学教学研究的持续发展提供了多角度参考。通过实证分析为领域内的未来发展路径提供了系统性思考,有助于推动教育心理学教学研究在更高层次上的创新与应用。It conducts a systematic analysis of the current state of educational psychology teaching re-search in China based on the literature from CSSCI source journals and explores future developmental pathways in the field.Through an empirical analysis of 349 publications,focusing on publication vol-ume,author demographics,resource distribution,and research hot-spots,this study identifies such is-sues as the age gap among researchers,uneven resource allocation,and the relatively low status of the discipline.Building on these findings,this paper integrates trends from highly-cited papers to outline potential growth opportunities for educational psychology teaching research.It is suggested that future research should broaden the resource access,enhance the disciplinary academic standing,and opti-mize textbook frameworks and postgraduate examination systems.This empirical analysis offers a mul-tifaceted perspective on sustainable growth in educational psychology teaching research,contributing systematic insights to drive innovation and application at higher levels within the field.

关 键 词：教育心理学 教学研究 高等教育 教育改革 

分 类 号：G44[哲学宗教—心理学]