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民办高校大学生课堂幸福感的提升途径——以“教育心理学”课堂为例

Ways to Enhance Classroom Well-being of Private College Students — Taking “Educational Psychology” Classroom as an Example

丁艳, 李璐

Education Study / 2026,8(5): 503-508 / 2026-05-22 66 105

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• Information:

  昆明文理学院教育学院，昆明

• Keywords:
  Private colleges; College students; Classroom well-being; Educational psychology; Enhancement pathways
  民办高校; 大学生; 课堂幸福感; 教育心理学; 提升途径
• Abstract: Compared with public universities, private colleges exhibit distinct characteristics in terms of educational facilities, faculty composition, management mechanisms and student demographics. Consequently, the issue of classroom well-being among students at private colleges has become increasingly prominent in educational practice, emerging as a key educational concern warranting close attention. As a core compulsory module for undergraduates majoring in teacher education (particularly primary education), the ‘Educational Psychology’ course provides a highly representative and typical illustration of students’ sense of well-being in the classroom. This paper takes the ‘Educational Psychology’ classroom in the primary education major in a private college in Kunming as its research focus, employing Martin Seligman’s theory as the evaluative framework for classroom well-being in private higher education. It explores pathways to enhance this well-being, with the aim of effectively stimulating students’ initiative and enthusiasm for classroom learning, improve teaching quality and efficiency, and offer theoretical guidance and practical support for private universities to achieve high-quality, sustainable development of private education in Yunnan Province. 与公办高校相比，民办高校在办学条件、师资结构、管理机制及生源构成等方面均呈现出独特性，这使得民办高校大学生的课堂幸福感问题在教育教学实践中愈发凸显，成为值得重点关注的教育议题。“教育心理学”作为师范类专业（尤其是小学教育专业）本科阶段的核心专业必修课，其课堂教学中呈现的幸福感状况，具有较强的代表性与典型性。本文以昆明某民办高校小学教育专业“教育心理学”课堂为研究样本，以马丁·塞利格曼的理论作为民办高校课堂幸福感的评价维度，深入探讨其提升路径，以期有效激发大学生课堂学习的主动性与积极性，优化教学质量与教学效率，为云南省民办教育实现高质量、可持续发展提供理论参考与实践支撑。
• DOI: 10.35534/es.0805090 (registering DOI)
• Cite: 丁艳，李璐．民办高校大学生课堂幸福感的提升途径——以“教育心理学”课堂为例［J］．教育研讨，2026，8（5）：503-508．