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师范类心理学专业“积极心理学”课程思政建设——基于“知信行”模式的探讨

Ideological and Political Construction of Positive Psychology Course in Psychology Majors of Teacher Education —Exploration Based on the “Knowledge, Belief, and Action” Model

Education Study / 2024,6(3): 630-634 / 2024-06-17 323 413

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• Authors: 杜瑞霞¹      娄馨元²      梁乐¹     
• Information:

  1．张家口学院教师教育学院，张家口；
  2．张家口学院教育学院，张家口

• Keywords: “Positive Psychology”; Course ideological and political education; “Knowing, Believing, and Acting” “积极心理学”；课程思政；“知信行”
• Abstract: Based on previous research, it has been found that as an important course in psychology for teacher education majors, there is relatively little research on the ideological and political aspects of the course. Therefore, this study attempts to explore the ideological and political construction of the course in positive psychology under the “Knowledge, Belief, and Action” model, providing new inspiration and ideas for the ideological and political construction of psychology courses in teacher education majors. The construction of ideological and political education in the positive psychology course of normal psychology majors needs to be carried out from three levels: cultivating positive cognition, forming positive beliefs, and generating positive actions. The construction of ideological and political education in psychology courses for teacher training needs to focus on cultivating good teacher ethics among psychology teacher trainees. Psychology teacher trainees need to be aware of the importance of noble teacher ethics from a cognitive level, develop a firm belief in engaging in mental health education, and practice good teacher ethics training in practical actions. 综合以往研究发现，“积极心理学”作为师范类心理学专业一门重要的课程，关于其课程思政的研究较少。因此，本研究试图探讨“知信行”模式下“积极心理学”课程思政建设，为师范类心理学专业课程思政建设提供新的启发与思路。师范类心理学专业“积极心理学”课程思政的建设需要从培育积极认知、形成积极信念、产生积极行动三个层面进行。师范类心理学专业课程思政的建设需要集中于心理学师范生良好师德的培养，心理学师范生需要从认知层面意识到高尚师德的重要性，需要产生从事心理健康教育事业的坚定信念，需要将良好师德培养践行在实际的行动中。
• DOI: https://doi.org/10.35534/es.0603084
• Cite: 杜瑞霞，娄馨元，梁乐．师范类心理学专业“积极心理学”课程思政建设——基于“知信行”模式的探讨［J］．教育研讨，2024，6（3）：630-634．