Practical Pathways and Effectiveness Analysis of the Reform of Psychology Experimental Teaching

Abstract

The reform of psychology experimental teaching, which serves as a core link for cultivating methodological literacy and empirical thinking, is deeply driven by the dual forces of disciplinary paradigm evolution and technological development. This paper aims to construct an integrated analytical framework to systematically explore the theoretical foundations, model transformation, and evaluation mechanisms of experimental teaching reform. The study sorts out, at the theoretical level, the internal logic of teaching paradigms and their alignment with core competencies, and establishes design principles based on cognitive load theory and transfer theory; it then analyzes the transformation of teaching models from verification-oriented to inquiry-oriented, elaborates on the pathways of virtual simulation technology in balancing ecological validity and experimental control, and proposes a modular and dynamic process integration strategy; finally, it constructs an evaluation system encompassing multidimensional indicators, quantitative tools, and closed-loop feedback to support continuous and scientific improvement of teaching. This study provides theoretical references and practical guidance for systematically enhancing the effectiveness of experimental teaching in cultivating higher-order research capabilities.