A Preliminary Exploration of Applying Psychological Theories in Junior High School Ethics and Rule of Law Classroom Instruction
Year: 2025
Type: article
Abstract: 新课程改革将核心理念着眼于关注学生的健康成长和发展，提升学生的生命价值。而初中道德与法治学科面临“育人目标全面性”与“副科认知功利性”的结构性矛盾。本文基于心理学理论重构教学范式，提出双路径协同模型：其一，运用勒温场论心理学解构课堂环境与学习行为的动力关系，通过构建协同育人机制、借力中考过程性评价改革，系统性优化教学场域，破解学科认同危机；其二，植根罗杰斯人本主义理论创设促进性学习环境，以引导学生搭建知识图谱、交叉互评等策略激活学生主体性，逆转防御性学习困境。研究进一步实证心理效应在精细化课堂教学中的应用价值：活用近因效应开发生活化案例，巧用齐加尼克效应设计认知悬念激发探究，规避超限效应实施结构化复习等。笔者教学实践表明，该模式显著提升了教学效率及价值内化水平，实现从知识传递到生命滋养的教育转型，为核心素养落地提供心理学锚点。China’s new curriculum reform focuses on enhancing students’ holistic development and life value, yet junior high ethics and rule of law education faces a structural contradiction between its comprehensive educational goals and utilitarian perceptions of it as a “minor subject”. This study re-constructs pedagogy through psychological theories via a dual-path model: First, applying Lewin’s Field Theory to deconstruct classroom-learning dynamics by establishing collaborative education mechanisms and leveraging the high school entrance exam’s process-oriented assessment reform to systematically optimize teaching environments and resolve disciplinary identity crises. Second, grounding in Rogers’ Humanistic Theory to create facilitative learning environments through student-constructed knowledge mapping and cross-peer assessment, counteracting defensive learning patterns. It further validates refined applications of psychological effects: utilizing the recency effect for life-based cases, the Zeigarnik effect for inquiry-stimulating cognitive suspense, and transluminal effect mitigation via structured revision. Teaching practice demonstrates enhanced instructional efficiency and value internalization, achieving a shift from knowledge transmission to life nourishment while providing a psychological anchor for core competency implementation.
Source: Advances in Education
Author: 秋君 杨
Institution: Shanghai Normal University
Language: English
Topic: Values and Moral Education
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4413029696