小步骤程序化教学在心理学学术论文写作课程中的实践探索

The Practical Exploration of Small Step Program Teaching in Psychology Academic Paper Writing Course

摘要: 学术论文写作能力是心理学专业本科毕业生学术能力的体现，也是衡量高等教育教学质量的指标，但大多数本科生存在论文创新性不足、重复率过高、结构不清晰等问题。为了提高心理学本科生的科学研究及学术论文写作能力，基于操作性条件反射原理，按照小步骤程序化教学法进行教学探索。课程包括论文选题及反馈、文献检索及反馈、论文提纲书写与反馈、文献综述书写与反馈、论文成稿写作及反馈五个步骤，在选题价值、理论价值、同行评审等指标上取得了较好的课堂效果。T检验结果表明，相比传统教学方法，表明小步骤程序化教学模式可以显著提高本科生心理学学术论文写作能力，这一发现对心理学学术论文写作课程改革提供了切实可行的路径。

Abstract: The ability of academic paper writing is the embodiment of the academic ability of psychology graduates, and it is also an indicator to measure the teaching quality of higher education. However, most undergraduates have problems, such as lack of innovation, high repetition rate and unclear structure of their papers. In order to improve the scientific research and academic paper writing ability of psychology undergraduates, based on the principle of operational conditioned reflex, the teaching exploration was carried out according to the small step programmed teaching method. The course includes five steps: thesis topic selection and feedback, literature retrieval and feedback, thesis outline writing and feedback, literature review writing and feedback, thesis manuscript writing and feedback. The course has achieved good classroom effect in terms of topic selection value, theoretical value, peer review and other indicators. T-test results show that, compared with traditional teaching methods, the small step program teaching mode could significantly improve students’ psychological academic paper writing ability, which provides a practical path for the reform of psychological academic paper writing course.