隨著社會(huì)的發(fā)展，心理學(xué)相關(guān)專業(yè)的人才也越來越被人們所關(guān)注和追捧，心理學(xué)專業(yè)成為了目前新興的熱門專業(yè)選擇之一，而在IB課程階段，選修IB心理學(xué)課程的同學(xué)們也同樣不再少數(shù)。下面A加未來國際教育小編就帶大家一起來解析一下IB心理學(xué)課程內(nèi)容以及課程學(xué)習(xí)目標(biāo)的相關(guān)情況，來幫助同學(xué)們更好的了解這門課，并做好考試的準(zhǔn)備，一起來看看吧！
IB心理學(xué)課程內(nèi)容
01、課程介紹
IB心理學(xué)的主要目標(biāo)是讓人更理解自己及他人的行為。IB教育的終極目標(biāo)是培養(yǎng)有國際視野的世界公民。在高中階段進(jìn)行IB心理學(xué)的學(xué)習(xí)，能讓孩子們有機(jī)會(huì)提前去理解這些“多元”，接受這些“不同”，學(xué)會(huì)尊重那些與自己的價(jià)值觀、文化、背景等完全不一樣的人與事物，從而變得胸襟開闊，視野廣闊，以開放、開明的態(tài)度欣賞我們自己的文化和個(gè)人的歷史，以及他人的價(jià)值觀和傳統(tǒng)。這與IB的教育目標(biāo)是一脈相承的，它讓學(xué)生為建設(shè)一個(gè)更美好的世界而付出努力。
02、課程目標(biāo)
心理學(xué)課程的總體目標(biāo)是使學(xué)生對(duì)心理學(xué)的本質(zhì)和范圍有一個(gè)更深的理解。
解釋或進(jìn)行心理學(xué)研究，將所得知識(shí)應(yīng)用于造福人類。確保在心理學(xué)探究過程中貫徹道律規(guī)范及責(zé)任，了解生物、社會(huì)和文化對(duì)人類行為的影響。了解用于解釋行為的不同理論過程，及這些過程是如何促進(jìn)心理學(xué)理論的構(gòu)建與評(píng)價(jià)。了解心理學(xué)在日常生活中的應(yīng)用是如何從心理學(xué)理論中衍生出來的。理解或使用不同的心理學(xué)調(diào)查方法。
03、課程大綱
The biological level of analysis
生物水平分析
Session1 Outline principles that define the Biological Level of Analysis
Session2 Explain how principles that define the Biological Level of Analysis may be demonstrated in research.
Session3 Discuss how and why particular research methods are used at the biological level of analysis.
Session4：Discuss ethical considerations related to research studies at the biological level of analysis
生物水平分析層面所使用的特定方法
Physiology and Behaviour生理和行為
Session5：Explain one study related to localization of function in the brain.
Session6：Using one or more examples,explain the effects of neuro transmission on human behaviour.
Session7：Using one or more examples,explain functions of two hormones in human behaviour.
Session8：Discuss two effects of the environment on physiological processes.
Session9：Examine one interaction between cognition and physiology in terms of behaviour.
Session10：Discuss the use of brain imaging technologies in investigating the relationships between biological factors and behaviour.
大腦定位，腦成像技術(shù)在因素和行為的區(qū)別
Genetics and Behaviour遺傳學(xué)和行為學(xué)
Session11：With reference to relevant to research studies,to what extent does genetic inheritance influence behaviour.
Session12：Examine one evolutionary explanation of behaviour
Session13：Discuss ethical considerations in research into genetic influences on behaviour.
The cognitive level of analysis·General learning outcomes
Session Explain how principles that define the cognitive level of analysis may be demonstrated in research(that is,theories and/or studies).
Session14：Discuss how and why particular research methods are used at the cognitive level of analysis.
Session:15：Discuss ethical considerations related to research studies at the cognitive level of analysis.
Cognitive Processes
Session16:Evaluate schema theory with reference to research studies.
Session17:Evaluate two models or theories of one cognitive process with reference to research studies.
Session18:Explain how biological factors may affect one cognitive process.
Session19:Discuss how social or cultural factors affect one cognitive process.
Session20:With reference to relevant research studies,to what extent is one cognitive process reliable?
Session21:Discuss the use of technology in investigating cognitive processes.
分析認(rèn)知水平和倫理領(lǐng)域
Cognition and Emotion認(rèn)知與情感
Session22:To what extent do cognitive and biological factors interact in emotion?
Session23:Evaluate one theory of how emotion may affect one cognitive process.
Session24：Outline principles that define the sociocultural level of analysis.
Session25:Explain how principles that define the sociocultural level of analysis may be demonstrated in research(that is,theories and/or studies).
Session26:Discuss how and why particular research methods are used at the sociocultural level of analysis.
Session27:Discuss ethical considerations related to research studies at the sociocultural level of analysis.
認(rèn)知因素和生物因素在情緒中的相互作用程度如何？
Sociocultural cognition社會(huì)文化認(rèn)知
Session28:Describe the role of situational&dispositional factors in explaining behaviour.
Session29:Discuss two errors in attributions.
Session30:Evaluate social identity theory,making reference to relevant studies.
Session31:Explain the formation of stereotypes and their effect on behaviour.
描述了情境和性格因素在解釋行為中的作用。
Social Norms社會(huì)規(guī)范
Session32:Explain social learning theory,making reference to two relevant studies.
Session33:Discuss the use of compliance techniques.
Session34:Evaluate research on conformity to group norms.
解釋社會(huì)學(xué)習(xí)理論，參考兩個(gè)相關(guān)研究。
IB選修課程
Abnormal psychology變態(tài)心理
Developmental psychology發(fā)展心理學(xué)
Health psychology健康心理學(xué)
Psychology of human relationships人際關(guān)系心理學(xué)
Sport psychology運(yùn)動(dòng)心理學(xué)
以上就是A加小編關(guān)于IB心理學(xué)課程內(nèi)容的介紹，大家對(duì)于心理學(xué)學(xué)什么是不是有了一個(gè)大致的了解和認(rèn)識(shí)了呢？更多IB課程學(xué)習(xí)問題，歡迎隨時(shí)咨詢我們的線上老師，讓老師一對(duì)一為你提供專業(yè)的指導(dǎo)和培訓(xùn)吧！
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