人工智能赋能面向应用心理学专业的《神经生物学》双语课程建设与实践探索

AI-Driven Bilingual Course Construction and Practice in Neurobiology for Applied Psychology

摘要: 随着教育数字化战略深入推进，人工智能与高等教育教学的深度融合为心理学专业课程改革提供了新的技术路径。《神经生物学》作为应用心理学专业的重要基础课程，传统教学中存在课程内容与心理学专业需求适配不足、双语教学资源与学科前沿衔接不够、数智化教学支持不足，以及课程内部知识碎片化、与后续专业课程衔接不足等问题。针对上述困境，本研究以“脑–心智–行为”为核心教学主线，构建“心理学本位–双语国际化–人工智能赋能–课程协同”四位一体的课程改革框架，从课程内容、双语教学资源、知识关联和智能交互等方面开展系统改革。课程内容由传统的生物学本位转向心理学本位，通过适当精简与心理学专业关联较弱的微观机制内容，强化神经机制与心理现象、行为表型之间的联系；通过国际原版教材、中文教材、前沿英文文献及双语术语库建设，提升学生接触国际学术前沿的能力；依托大语言模型开展知识关联、前沿文献辅助解析及智能学习支持，促进跨章节、跨课程知识的贯通。在一批次2个教学小班、共61名学生中开展初步教学实践。结果显示，学生表现出较高的课程参与度与教学认可度；期末英文前沿文献阅读题平均得分率超过75%，学生认为英文原版文献存在严重词汇与语境障碍的比例由学期初的96.7%下降至37.7%；后续《生理心理学》《变态心理学》课程任课教师反馈显示，学生对相关神经生物学知识的调用和理解表现较好。研究表明，人工智能赋能的心理学本位双语《神经生物学》课程改革具有较好的教学适用性，可为应用心理学专业跨学科、国际化和数智化人才培养提供实践参考。

Abstract: With the advancement of digital transformation in higher education, the integration of artificial intelligence (AI) into university teaching has provided new opportunities for curriculum reform in psychology education. As a foundational course for undergraduate students majoring in applied psychology, Neurobiology faces several challenges in conventional teaching, including insufficient alignment with the disciplinary needs of psychology, limited integration of bilingual resources and cutting-edge research, inadequate digital and intelligent learning support, fragmented knowledge structures, and weak connections with subsequent psychology courses. To address these challenges, this study developed a four-dimensional curriculum reform framework centered on “psychological orientation, bilingual internationalization, AI empowerment, and curriculum integration”, with “brain-neural mechanisms-mind-behavior” as the central instructional pathway. The reform involved restructuring course content, integrating original English-language textbooks, Chinese textbooks, and cutting-edge English-language literature, developing a bilingual terminology database, and leveraging large language models to support knowledge association, frontier literature analysis, and intelligent learning, thereby promoting knowledge integration across chapters and courses. The reform was piloted in two classes involving 61 undergraduate students. Preliminary findings indicated relatively high levels of student engagement and satisfaction with the course. The average accuracy rate on an English reading comprehension task based on recent neuroscience research exceeded 75%. Moreover, the proportion of students who perceived severe vocabulary and contextual barriers when reading original English-language literature decreased from 96.7% at the beginning of the semester to 37.7% at the end of the semester. Feedback from instructors of subsequent courses, including Physiological Psychology and Abnormal Psychology, also suggested that students demonstrated a relatively solid foundation in applying relevant neurobiological knowledge. These findings suggest that an AI-empowered, psychology-oriented bilingual Neurobiology curriculum may provide a feasible approach to improving interdisciplinary knowledge integration, access to international research, and intelligent learning capabilities among undergraduate psychology students.