基于差异化教学理论的高校心理学专业双语课程改革实践

Reform Practice of Bilingual Courses for Psychology Majors in Universities Based on Differentiated Instruction Theory

摘要: 心理学专业双语课程旨在培养学生运用国际学术资源开展专业学习、分析和评价研究并进行学术交流的能力，是提升心理学专业人才培养国际化水平的重要课程载体。然而，学生在英语学术阅读与表达、专业知识、研究方法基础和学习特征等方面存在差异，统一的课程资源、学习任务和评价方式难以使不同基础的学生有效达成课程目标。差异化教学依据学生的准备度、兴趣和学习特征，对教学内容、学习过程、成果呈现方式和学习环境进行调整，为回应上述差异提供了理论依据。基于心理学专业双语课程的教学实践，改革可从学情分析、资源配置、任务组织、课堂参与与成果呈现、学习评价五个方面展开。改革的关键在于根据学生完成专业任务时遇到的具体困难提供差异化支持，并依据形成性评价结果持续调整教学。实施中还需应对教师投入增加、学生适应、评价一致性和制度衔接等方面的挑战，并以共同课程目标和基本评价标准作为差异化支持的底线。该思路可为同类课程的教学设计与质量改进提供参考。

Abstract: Bilingual courses for psychology majors aim to develop students’ ability to use international academic resources for disciplinary learning, to analyze and evaluate research, and to engage in academic communication. These courses are an important vehicle for enhancing the internationalization level of psychology talent cultivation. Students, however, differ in English academic reading and writing, disciplinary knowledge, research-methods background, and learning profiles, and uniform resources, tasks, and assessments make it difficult for students with different starting points to achieve course objectives. Differentiated instruction adjusts content, process, product, and learning environment according to students’ readiness, interests, and learning profiles, and thus provides a theoretical basis for responding to these differences. Drawing on teaching practice in bilingual psychology courses, this article proposes reforms in five areas: analysis of students’ learning conditions, allocation of learning resources, organization of learning tasks, classroom participation and presentation of learning products, and learning assessment. The key is to provide differentiated support according to the specific difficulties students encounter in disciplinary tasks and to adjust teaching continuously on the basis of formative assessment. Implementation also involves challenges related to increased teacher workload, student adaptation, consistency of assessment, and alignment with institutional teaching regulations, and differentiated support should take shared course objectives and basic assessment standards as its baseline. This approach may inform instructional design and quality improvement in similar courses.