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项目式混合教学对家庭治疗课程学习效果的影响——基于数字化支持的准实验研究

The Impact of Project-Based Blended Teaching on Learning Outcomes in a Family Therapy Course — A Quasi-Experimental Study Based on Digital Support

赵悦月, 昝杨, 罗佳怡, 朱马艳, 吕嘉诚

Education Study / 2026,8(6): 631-637 / 2026-07-02 13 9

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• Information:

  北京工业大学耿丹学院，北京

• Keywords:
  Digital education; Blended teaching; Family therapy course; Active learning; Personalized learning
  数字化教育; 混合教学; 家庭治疗课程; 主动学习; 个性化学习
• Abstract: Against the background of educational digital transformation, how practice-oriented courses can effectively integrate digital support with blended teaching has become an important issue in higher education reform. Taking the course “Family Therapy and Practice” for undergraduates majoring in Applied Psychology at Gengdan Institute of Beijing University of Technology as the research context, this study adopted a one-group pretest-posttest quasiexperimental design. With 71 valid pretest questionnaires and 72 valid posttest questionnaires collected, reliability analysis, exploratory factor analysis, and independent-samples t-tests were conducted to examine the teaching effect. The results showed that, after the course implementation, students’ overall learning outcomes and the three dimensions of recognition of active learning and knowledge construction, practical application and collaborative innovation, and theoretical cognition and autonomous engagement all improved significantly, with effect sizes reaching a large level. The findings indicate that digitally supported blended teaching can promote students’ theoretical understanding, autonomous engagement, and practical application ability, and that this teaching model is highly compatible with the characteristics of family therapy courses. 在教育数字化转型背景下，实践类课程如何融合数字化支持与混合教学，是高校教学改革的重要议题。本研究以北京工业大学耿丹学院应用心理学专业“家庭治疗与实践”课程为研究载体，采用单组前后测准实验设计，基于前测71份、后测72份有效问卷数据，运用信度分析、探索性因子分析和独立样本T检验考察教学效果。课程实施后，学生总体学习效果，以及主动学习认同与知识建构、实践应用与协作创新、理论认知与自主投入三个维度均显著提升，且效应量达到大效应水平。研究表明，数字化支持下的混合教学能够促进学生理论理解、自主投入和实践应用能力发展，并与家庭治疗课程特征具有较高契合度。
• DOI: 10.35534/es.0806111 (registering DOI)
• Cite: 赵悦月，昝杨，罗佳怡，等．项目式混合教学对家庭治疗课程学习效果的影响——基于数字化支持的准实验研究［J］．教育研讨，2026，8（6）：631-637．