基于PBL理念的《心理学史》课程教学改革实践  

Teaching Reform Practice of “History of Psychology” Course Based on the Concept of PBL

作　　者：孙猛 

机构地区：[1]安徽医科大学精神卫生与心理科学学院,安徽 合肥

出　　处：《教育进展》2024年第8期810-814,共5页Advances in Education

摘　　要：培养学生的学科兴趣和科学思维、引导学生主动学习是教学改革的关键因素。心理学史是一门探讨心理学发展历程和理论演变的学科,其教学改革对于提升心理学专业总体教学效果具有重要意义。以心理学史课程教学为例,结合课程特点、课堂反馈和学情分析,采用基于问题的教学模式进行课堂教学改革实践研究。为提高教学效果,从“意识的本质是什么?”,“心理学要不要放弃意识问题?”,“意识研究如何重出江湖?”,“人类的本性,潜能和价值”四个研究主题入手,采用小组合作和课下指导的方式,引导学生理论结合实践,加深对心理学史上关键科学问题的理解,优化了心理学史课堂教学过程。Cultivating students’ interest in the discipline and scientific thinking, and guiding them to learn actively are the key factors of teaching reform. History of psychology is a discipline that explores the development and theoretical evolution of psychology, and its teaching reform is of great significance in improving the overall teaching effect of psychology majors. Taking the teaching of the history of psychology course as an example, the problem-based teaching model is adopted to carry out practical research on classroom teaching reform, taking into account the characteristics of the course, classroom feedback and analysis of the learning situation. In order to improve the teaching effect, from “What is the nature of consciousness?”, “Should psychology abandon the problem of consciousness?”, “How can consciousness research make a comeback?” and “Human Nature, Potential and Value”, we use group cooperation and under-class guidance to guide students to combine theory with practice, deepen their understanding of key scientific issues in the history of psychology, and optimise the teaching process in the classroom of the history of psychology.

关 键 词：基于问题的教学 心理学史 科学思维 

分 类 号：H31[语言文字—英语]