心理学学士课程的性格塑造:基于自然方法的发现

S. Soedamah-Muthu, Y. Hsiao
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摘要

人格塑造是基础心理咨询师有效完成咨询任务的一个重要方面。在蒂尔堡大学,讲师可以自由地解释五个CB维度,并在课程中实施,包括知识独立、批判性思维、社会责任、科学责任和企业家精神。本研究旨在探讨在蒂尔堡大学三年制本科心理学课程中,五个CB维度是如何被解释和实施的。作为定期评估质量保证的一部分,我们制定了完整的2021-2022年项目评估计划,并收集了CB课程实践的额外数据。在项目层面,通过回顾自我反思报告,五个CB维度与13个项目学习成果相关。在课程层面,使用主题分析模板对课程学习目标、教学活动和评估进行编码。三分之二的课程制定了与cb相关的学习目标,主要通过互动讲座形式进行。教学活动分为六个主题:学术标准、应用、评价判断、自我调节、社会关联和主动行动。五个CB维度多采用课程作业法进行评估,缺乏反思等CB要素的评估。尽管缺乏标准化的实施计划,但在大多数教育过程中,课程和项目级别都实施了五个CB维度。我们建议关注品格教育的评估设计,特别是通过使用更真实和基于绩效的评估方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Character Building at Bachelor's Psychology Program: Findings Based on a Natural Approach
Character building (CB) is a crucial aspect for basic psychologists who need to carry out their consultation tasks effectively. At Tilburg University, lecturers have the freedom to interpret the five CB dimensions and implement them in courses, including intellectual independence, critical mindset, social responsibility, scientific responsibility, and entrepreneurship. This study aims to investigate how the five CB dimensions are interpreted and implemented in the three-year Bachelor Psychology program at Tilburg University. As part of the regular quality assurance of assessment, we made a full program assessment plan in 2021-2022 and collected extra data on course practices of CB. At the program level, the five CB dimensions were related to the 13 program learning outcomes by reviewing the self-reflection report. At the course level, a template thematic analysis was used to code the course learning goals, instructional activities, and assessment. Two-thirds of the courses formulated CB-related learning goals, mostly delivered through interactive lecture forms. The instructional activities were categorized into six themes: academic standards, application, evaluative judgment, self-regulation, societal relevance, and taking initiatives. The five CB dimensions were mostly assessed by coursework method, but there was a lack of assessment of CB elements such as reflection. The five CB dimensions were implemented in most educational processes at the course and program level, despite the absence of a standardized implementation plan. We advise to focus on the assessment design for character education, particularly through the use of more authentic and performance-based assessment methods.
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