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基于信息问题解决模型的“教育心理学”课程AI辅助教学实践探索

Exploring AI-Assisted Teaching Practices in “Educational Psychology” Courses Based on the Information Problem- Solving Model

Education Study / 2025,7(11): 1222-1226 / 2025-11-25 20 12

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• Authors: 周路路¹ 苏华²
• Information:

  1．衡水学院教师教育系，衡水；
  2．衡水学院音乐系，衡水

• Keywords:
  Educational psychology; AI-assisted teaching; Information Problem-Solving Model; Teacher training; Teaching implementation
  教育心理学; AI辅助教学; 信息问题解决模型; 师范生培养; 教学实施
• Abstract: Artificial intelligence (AI) technology is profoundly reshaping the educational landscape, placing new demands on teachers’ competencies. As an undergraduate program in applied psychology aimed at training future primary and secondary school teachers, the “Educational Psychology” course urgently needs to demonstrate and cultivate students’ ability to use AI to solve practical teaching problems. Based on the Information Problem-Solving (I-Problem Solving) Model, this study systematically constructs an implementation framework for AI-assisted teaching and applies it to the “Educational Psychology” course for applied psychology undergraduates. Through six stages — task definition, information seeking, information acquisition, information use, product creation, and evaluation / reflection — the deep integration of AI tools (e.g., ChatGPT, Perplexity, Diffit, Canva AI) not only enhances teaching effectiveness but also focuses on cultivating students’ core competency in critically applying AI integrated with educational psychology theories. Practice has shown that this framework significantly improves students’ instructional design efficiency, resource integration skills, and confidence in technology application, though challenges such as technological adaptability, ethical risks, and evaluation criteria remain. This practice offers a reusable operational pathway for integrating AI-assisted teaching into teacher education courses. 人工智能（AI）技术正深刻重塑教育生态，对教师能力提出新要求。作为培养未来中小学教师的应用心理学本科专业，“教育心理学”课程亟需在教学中示范并培养学生运用AI解决实际教学问题的能力。本研究基于“信息问题解决模型”（Information-ProblemSolvingModel，IPSM），系统构建了AI辅助教学的实施框架，并在应用心理学本科“教育心理学”课程中开展实践。教师通过六个阶段（任务定义、信息搜寻、信息获取、信息运用、产品创建、评价反思）深度整合AI工具（如ChatGPT、Perplexity、Diffit、CanvaAI等），在提升自身教学效能的同时，重点培养学生“批判性应用AI+教育心理学理论”的核心素养。实践表明，该框架显著提升了学生的教学设计效率、资源整合能力及技术应用信心，但也面临技术适应性、伦理风险及评价标准等挑战。本实践为师范类课程融入AI辅助教学提供了可复用的操作路径。
• DOI: https://doi.org/10.35534/es.0711228 (registering DOI)
• Cite: 周路路，苏华．基于信息问题解决模型的“教育心理学”课程AI辅助教学实践探索［J］．教育研讨，2025，7（11）：1222-1226．