Studies of Psychology and Behavior ›› 2017, Vol. 15 ›› Issue (3): 424-432.

Previous Articles    

A Survey Study about Undergraduate Teaching of Experimental Psychology in China

Zhou Guangdong1,2, Yang Haibo1,2, Bai Xuejun1,2   

  1. 1 Academy of Psychology and Behavior, Tianjin Normal University, Key Research Base of Humanities and Social Sciences of the Ministry of Education, Tianjin 300074;
    2 Center of Collaborative Innovation for Assessment and Promotion of Mental Health, Tianjin 300074
  • Received:2017-04-01 Online:2017-06-08 Published:2017-05-20

心理学专业“实验心理学”本科教学现状的调查与分析*

周广东1,2, 杨海波1,2, 白学军1,2   

  1. 1 教育部人文社会科学重点研究基地天津师范大学心理与行为研究院,天津 300074
    2 国民心理健康评估促进协同创新中心,天津 300074
  • 通讯作者: 白学军,E-mail:bxuejun@126.com。
  • 基金资助:
    天津师范大学教学改革重点项目(012/JGZD01217004)

Abstract: The present study is a survey of teaching status quo of experimental psychology in China. Participants are 164 experimental psychology teachers from 120 universities covering 28 provinces. Most of them are assistant and associate professors. The results indicated that most universities set up experimental psychology in second year with more than 60 class hours, which were still less than teachers' expectations. Lab development was viewed as the main source of difficulties in teaching, although about more than half of these universities have psychology labs with an area more than 160m2. Nearly ninety percent of teachers attach great importance to experimental operation. Teaching ability and students' learning motivations were viewed as the main influence on teaching outcomes, and experiment design as the most difficult part in teaching. Most teachers reported high job pressures caused by research difficulties, but were satisfied with the training about experimental psychology teaching.

Key words: experimental psychology, undergraduate teaching, teaching reform, teacher training

摘要: 针对我国心理学专业“实验心理学”本科教学现状,调查了来自全国28个省市自治区的120所大学的164名“实验心理学”任课教师。结果发现:大部分高校将实验心理学课安排在了第二学年;教学课时在60以上;实际课时越高,其期望课时也越高;讲授《实验心理学》课的教师主要是讲师和副教授,教授较少;实验室面积在160平方米以上的高校占了一半以上,但实验室建设仍被认为是教学的主要困难来源;86.3%的教师会在教学方法上重视实验操作;教师大都受科研压力之苦;教师的教学能力和学生的学习动机是制约教学效果的主要因素,教学难点主要来自实验设计;针对实验心理学任课教师的培训达到了令人满意的效果。

关键词: 实验心理学, 本科教学, 教学改革, 教师培训

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