基于PERMA的PBL教学模型:职业教育中的机械绘图的案例研究
Yiming Lu1, Yonghuan Guo1, Xiwen Wang1
1School of Mechatronic Engineering, Jiangsu Normal University, Xuzhou, China.
Frontiers in psychology
|August 5, 2025
概括
与传统方法相比,基于PERMA的新型基于问题的学习 (PBL) 教学模式显著改善了职业学生的积极心理,学习兴趣,动机和态度. 这种方法将积极教育纳入课堂.
科学领域:
- 教育心理学教育心理学
- 积极心理学在教育中的应用
- 职业教育 职业教育 职业教育
背景情况:
- 在中国,职业学校青少年心理健康问题越来越令人担忧.
- 积极的教育增强了青少年的福祉和学术成功.
- 在职业环境中,积极心理学与传统教学方法的整合尚未得到充分探索.
研究的目的:
- 提出和评估一种创新的教学方法,即基于PERMA的基于问题的学习 (PBL) 模型.
- 评估该模型对职业高中学生的积极心理素质和学习成果的影响.
- 将基于PERMA的PBL模型与传统教学方法的有效性进行比较.
主要方法:
- 一个交叉实验设计,涉及207名职业高中一年级学生.
- 在机械绘图课程中实现基于PERMA的PBL模型.
- 通过使用标准化心理库存和课程调查,通过测试前,测试中和测试后的定量数据收集.
- 使用t测试进行统计分析,以比较新模式与传统教学之间的结果.
主要成果:
- 基于PERMA的PBL模型显著提高了学生积极心理素质的所有维度 (p < 0.001).
- 新模型在提高学习兴趣 (p < 0.001),学习动机 (p < 0.001) 和学习态度 (p < 0.05) 方面表现出优越性.
- 学生对基于PERMA的PBL教学模式的偏好明显更强 (p < 0.001).
结论:
- 基于PERMA的PBL教学模式提供了一种实用和有效的方法,将积极心理学纳入职业教育.
- 这种创新模式对学生的心理健康和学术参与产生了积极的影响.
- 这项研究为在教育环境中开发类似干预措施提供了宝贵的参考.
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