教育数字化背景下师范生的心理资本培育探索研究

An Exploratory Study on the Cultivation of Normal Students’ Psychological Capital in the Context of Educational Digitalization

摘要: 随着教育数字化不断发展，教育数字技术在开放教育资源、全新教学模式方面给师范生提供了机遇，但与此同时也带来了技术压力、认知负荷等挑战。经过对工作要求–资源模型的理论分析，认为心理资本为解释师范生在教育数字化背景下的心理和行为提供了关键视角，以此提出心理资本是师范生在教育数字化背景下利用机遇应对挑战的重要个体资源。本研究设计并实施以心理资本为主题的心理课程干预，通过问卷检验师范生的心理资本水平变化。结果表明，经过系统的心理课程干预后，师范生的整体心理资本及其各维度水平均得到显著提升。研究结论明确了心理资本干预方案的有效性与可行性，为现实提供了心理支持路径。

Abstract: With the continuous development of educational digitalization, digital educational technologies have provided normal students with opportunities in terms of open educational resources and novel teaching models; however, they have simultaneously brought challenges such as techno- stress and cognitive load. Through a theoretical analysis based on the job demands-resources model, this study argues that psychological capital provides a critical perspective for explaining the psychology and behavior of normal students in the context of educational digitalization. It proposes that psychological capital serves as a vital individual resource for normal students to leverage opportunities and cope with challenges in this digital era. On this basis, this study designed and implemented a psychological course intervention focusing on psychological capital, and empirically examined the changes in normal students’ psychological capital levels through pre-test and post-test. The results indicate that after the systematic psychological course intervention, both the overall psychological capital and its various dimensions among normal students were significantly improved. The conclusions confirm the effectiveness and feasibility of the psychological capital intervention program, providing a practical pathway for psychological support.