基于翻转课堂的“教育心理学”课程教学改革实践与探索
Practice and Exploration of Teaching Reform in Educational Psychology Based on Flipped Classroom
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- Keywords: Flipped classroom; Educational Psychology; Teaching reform; Autonomous learning; Practical ability翻转课堂; 教育心理学; 教学改革; 综合考核评价
- Abstract: Aiming at the practical dilemmas in the traditional teaching of Educational Psychology, such as the disconnection between theory and practice, the lack of students’ learning subjectivity, and the single assessment method, this study took 198 undergraduate students majoring in psychology as participants, and constructed and implemented a three-in-one flipped classroom teaching system: “pre-class autonomous learning, in-class practical teaching, and comprehensive assessment”. A questionnaire survey was adopted to systematically evaluate the effect of the teaching reform. The results showed that the flipped classroom model effectively activated the internal motivation of course teaching, and significantly improved students’ autonomous learning ability, knowledge application and practical ability. The students’ classroom participation and overall course satisfaction reached 89.4% and 94.4% respectively. Based on the analysis of the implementation effects and existing problems, this paper puts forward targeted optimization strategies, providing a replicable and promotable practical paradigm for the teaching reform and quality improvement of core courses for psychology majors in universities.针对传统“教育心理学”课程教学存在的理论与实践脱节、学生学习主体性缺失、考核评价方式单一等现实困境，本研究以心理学专业198名本科生为研究对象，构建并实施“课前自主学习—课堂实践教学—综合考核评价”三位一体的翻转课堂教学体系。采用问卷调查法对教学改革效果进行系统检验，结果显示，翻转课堂教学模式有效激活了课程教学内生动力，显著提升了学生的自主学习能力、知识应用与实践能力，学生课堂参与度与课程整体满意度分别达89.4%和94.4%。本文在分析改革实施效果与现存问题的基础上，重点提出针对性的优化策略，为高校心理学专业核心课程的教学改革与质量提升提供可复制、可推广的实践范式。
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父母和教师支持与高中生生涯管理能力：生涯决策自我效能感的中介作用
Parental and Teacher Support and High School Students’ Career Management Competencies: Mediating Role of Career Decision-making Self-efficacy
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- Keywords: Career management competencies; Autonomy support from parents and teachers; Career decision selfefficacy; Mediating effect生涯管理能力; 父母与教师自主支持; 生涯决策自我效能感; 中介效应
- Abstract: This study aims to explore the influence of teacher and parental autonomy support on the career management competency of high school students and its underlying mechanisms. A sample of 370 high school students from three grades in Gansu Province was randomly selected to complete measures including the Perceived Parental and Teacher Autonomy Support Questionnaire, the Career Decision-Making Self-Efficacy Scale, and the Career Management Competency Questionnaire for High School Students. A mediation model was constructed to examine the mediating role of career decision-making self-efficacy in the relationship between autonomy support and career management competency. The main findings are as follows: (1) Students’ perceived autonomy support from teachers and parents, career management competency, and career decision-making self-efficacy were all above average; (2) In terms of autonomy support, twelfth-grade students reported significantly higher levels of perceived parental autonomy support than tenth-grade students. Students who had participated in career planning courses scored significantly higher on perceived teacher autonomy support than those who had not. Moreover, among high school students, those who are only children in their families scored significantly higher on career decision-making self-efficacy than those who are nononly children, and students with leadership experience scored significantly higher than those without such experience; (3) Both teacher and parental autonomy support, as well as career decision-making self-efficacy, had significant positive predictive effects on high school students’ career management competency; (4) Career decision-making self-efficacy partially mediated the relationship between teacher and parental autonomy support and high school students’ career management competency.本研究旨在探讨教师与父母自主支持对高中生生涯管理能力的影响及其作用机制。采用父母和教师自主支持问卷、生涯决策自我效能感量表以及高中生生涯管理能力问卷，以甘肃省370名高中生为研究对象开展问卷调查，通过构建中介模型，重点考察生涯决策自我效能感在自主支持与生涯管理能力之间的中介效应。主要得出以下结论：（1）学生感知到的教师与父母自主支持、生涯管理能力以及生涯决策自我效能感均处于中等偏上水平；（2）自主支持感知方面，高三学生对父母自主支持的感知显著高于高一学生；参与生涯规划课程的学生对教师自主支持的感知得分显著高于未参与该课程的学生；独生子女高中生在生涯决策自我效能感得分上显著高于非独生子女高中生，有学生干部经历的高中生在生涯决策自我效能感方面显著高于无此经历者；（3）教师和父母自主支持以及生涯决策自我效能感均对高中生的生涯管理能力具有显著的正向预测效应；（4）生涯决策自我效能感在教师和父母自主支持与高中生生涯管理能力的关系中具有部分中介效应。
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精准分诊与资源优化：基于UPI 决策树模型的医校协同路径构建
Toward a Medical-school Collaborative Pathway: A UPIBased Decision Tree Model for Precise Psychological Triage and Resource Optimization
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- Keywords: University student mental health; University personality inventory (UPI); Decision tree analysis; Medicalschool collaboration; Risk stratification大学生心理健康; UPI量表; 决策树分析; 医校协同; 风险分层
- Abstract: Objective: To systematically evaluate the efficacy of the University Personality Inventory (UPI) in psychological screening among university students, identify key items with significant predictive value, and develop an optimized screening strategy for precise triage and resource allocation that can serve the medical-school collaboration mechanism. Methods: A UPI survey was administered to all incoming first-year students at a university from 2023 to 2025. Students with a UPI total score≥25 or a positive response to item 25 (suicidal ideation within the past month) underwent semistructured clinical interviews for risk level assessment. Key predictive items were identified using binary logistic regression and cross-tabulation analysis, followed by systematic analysis incorporating Receiver Operating Characteristic (ROC) curves and decision tree algorithms. Results: The UPI total score demonstrated excellent predictive ability for high psychological risk status (Area Under the Curve [AUC] = 0.948, N=7,767), with the current cutoff score of 25 being statistically optimal. Binary logistic regression selected 14 key items into the final model, among which items Q62 (Have you ever felt that you had psychological problems) and Q63 (Have you ever received psychological counseling or psychological treatment) showed the strongest predictive power (p<0.001). Decision tree analysis (conducted on the initial screening-positive subsample, N=1,065) identified Q63 as the most important predictor, forming effective predictive pathways in combination with other items. Conclusion: The constructed two-stage screening model (“Total Score Initial Screening + Multidimensional Triage”), when applied to the UPI initial screening-positive group, not only maintained a high detection rate for high-risk students (sensitivity = 87.10%) but also reduced the number of students requiring one-on-one in-depth interviews by approximately 70.58%. This significantly improves the efficiency of interview resource allocation and provides empirical evidence for enhancing the scientific approach to university psychological screening and establishing a medical-school collaborative support mechanism.目的：系统评估UPI量表在高校心理筛查中的效能，探索关键条目的预测价值，构建一套可服务于医校协同机制的精准分诊与资源优化策略。方法：对某高校2023—2025三年间的所有大一新生进行UPI普查，对UPI总分≥25分或第25题（近一个月有自杀意念）阳性的学生进行专业心理访谈并确定风险等级，采用二元Logistic回归、交叉表分析筛选关键条目，结合ROC曲线、决策树等方法进行系统分析。结果：UPI总分对心理高危状态具有优秀预测能力（AUC=0.948，N=7767），现行25分标准为统计最优值。二元Logistic回归筛选出14个关键条目进入最终模型，其中Q62（是否曾觉得自己存在心理问题）、Q63（是否曾接受心理咨询或心理治疗）等条目预测力最强（p<0.001）。决策树分析（在初筛阳性子样本N=1065中）发现Q63为最重要的预测因子，能结合其他条目形成有效预测路径。结论：基于此构建的“总分初筛+多维分诊”双阶段筛查模型在UPI初筛阳性群体的应用中，不仅能兼顾对高危学生较高的覆盖率（敏感度87.10%），而且能将需进行一对一深度访谈的学生数量减少约70.58%，从而显著提升访谈资源的配置效率，为高校心理筛查工作的科学化与医校协同机制的构建提供实证依据。
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大学生问题性社交媒体使用与人际关系困扰的关系——心理资本的调节作用
The Impact of Problematic Social Media Use on Interpersonal Relationship Distress Among College Students: The Moderating Role of Psychological Capital
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- Keywords: Psychological capital; Problematic social media use; Interpersonal relationship distress; College students心理资本; 问题性社交媒体使用; 人际关系困扰; 大学生
- Abstract: To explore the relationship between problematic social media use and interpersonal relationship distress among college students, and to examine the moderating role of psychological capital, this study investigated 871 college students from multiple institutions in the Guangdong-Hong Kong-Macao Greater Bay Area，with the Problematic Social Media Use Questionnaire for Adolescents, the Positive Psychological Capital Scale, and the Interpersonal Comprehensive Diagnostic Scale. The results showed that problematic social media use was significantly negatively correlated with psychological capital and significantly positively correlated with interpersonal relationship distress, while psychological capital was significantly negatively correlated with interpersonal relationship distress. Problematic social media use positively predicted interpersonal relationship distress, and psychological capital played a moderating role between problematic social media use and interpersonal relationship distress. Problematic social media use among college students can affect interpersonal relationship distress, but higher levels of psychological capital can alleviate this impact.为探讨大学生问题性社交媒体使用与人际关系困扰的关系，并考察心理资本的调节作用，本研究采用青少年问题性社交媒体使用评估问卷、积极心理资本问卷和人际关系综合诊断量表，对粤港澳大湾区内多所大学共871名大学生进行问卷调查。结果发现：问题性社交媒体使用和心理资本呈显著负相关，和人际关系困扰呈显著正相关，心理资本和人际关系困扰呈显著负相关；问题性社交媒体使用正向预测人际关系困扰；心理资本在问题性社交媒体使用和人际关系困扰间起调节作用。大学生问题性社交媒体使用会影响人际关系困扰，较高水平的心理资本可缓解问题性社交媒体使用对人际关系困扰的影响。
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项群理论视域下农林院校公共体育课程思政实施路径研究
Research on the Implementation Path of Curriculum- Based Ideological and Political Education in Public Physical Education Courses at Agricultural and Forestry Universities from the Perspective of Event-group Theory
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- Keywords: Agricultural and forestry universities; Event-group theory; Public physical education courses; Curriculumbased ideological and political education; Implementation path; Case study农林院校; 项群理论; 公共体育课程; 课程思政; 实施路径; 个案研究
- Abstract: Given the challenges in integrating agricultural and forestry distinctive resources with physical education teaching in the process of integrating ideological and political education into public physical education courses in agricultural and forestry universities, this paper introduces the event-group theory into the field of physical education. Employing literature research and case analysis methods, and taking Sichuan Agricultural University as a case, this paper categorizes various sports events are categorized into event groups and then organically integrated with resources unique to agriculture and forestry universities, such as farming culture and campus spirit, to construct a threedimensional integration path of “event group—agriculture and forestry—ideological and political education” for public physical education curriculum ideological and political education. This path encompasses three interconnected closedloop stages links: goal setting, teaching implementation, and evaluation and feedback, and proposes corresponding teaching designs and integration models.鉴于农林院校公共体育课程思政建设过程中，农林特色资源与体育教学存在融合难度，本文将项群理论引入体育育人领域，运用文献研究与案例分析等方法，以四川农业大学为个案，将各运动项目进行项群化分类，再与农林院校特有的农耕文化、校本精神等资源有机融合，构建了“项群-农林-思政”三维融合的公共体育课程思政项群路径。具体涵盖目标锚定、教学实施与评价反馈三大闭环环节，提出了相应的教学设计与融合模式。
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