地方高校应用心理学本科专业方法类基础课程“整体设计、层次递进”的课程群建设探索

Exploration of the Construction of “Holistic Design and Hierarchical Progression” in Basic Methodology Course Cluster for Applied Psychology Undergraduate Programs in Local Colleges and Universities

摘要: 心理学类本科专业方法类基础课程的体量较大，学习时间跨度较长，学生形成系统的知识与能力体系存在困难，限制了学生开展创新性研究与探索，不利于专业核心素养与专业能力的形成。同时课程间教学内容内在联系性和协同性往往体现不足，教师教学活动组织缺乏统筹规划和顶层设计，教学效率偏低。这都常常是在心理学人才培养中长期存在的问题。对于地方高校，这类问题则表现得更为突出。我们通过“整体设计、层次递进”的课程群建设探索，推行“理实结合，助推创新”的人才培养理念，以“整体布局，联合协力”为方针进行课程群建设，以“资源共建，任务导向”、“以赛促创，以创促学”作为支撑，一定程度上改变了传统方法类课程教学存在的知识体系分散，能力培养不足，学习效率偏低、成果不稳固，难以与创新实践相结合的情况。这些做法也一定程度上解决了地方院校师资队伍受限、学生学习能力差异明显、通识基础课支撑不足等问题。

Abstract: The methodology courses of psychology undergraduates are large in volume and have a long learning time span, making it difficult for students to form a systematic knowledge and skill set. This limits students’ ability to conduct innovative research and exploration and is detrimental to the development of core professional qualities and competencies. Additionally, the intrinsic connectivity and synergy between course contents are often lacking, and teachers’ instructional activities lack comprehensive planning and top-level design, resulting in low teaching efficiency. These are longstanding issues in the cultivation of psychology talent. For local colleges and universities, these problems are even more pronounced. Through the exploration of an “overall design and hierarchical progression” approach to constructing course groups, we promote the concept of “talent cultivation that combines theory with practice to drive innovation”. The course group construction is guided by the principle of “overall planning, collaborative effort”, supported by “resource co-construction, task-oriented” and “competition-driven creation, creation-driven learning”. To some extent, this has changed the traditional teaching issues of methodology courses, such as fragmented knowledge systems, insufficient skill development, low learning efficiency, unstable outcomes, and difficulty in integrating with innovative practices. These measures have also partially addressed problems in local institutions such as limited faculty resources, significant disparities in students’ learning abilities, and insufficient support from general foundational courses.