近年來，隨著心理學職業(yè)的興起，越來越多的同學選擇IB心理學課程作為未來學習大學心理學課程的一個鋪墊。那么IB心理學課程難嗎?IB心理學主要學習哪些內(nèi)容?今天留學生輔導老師就為大家整理了IB心理學課程知識點。

IBDp文憑課程中的心理學課程是對行為和心理過程的系統(tǒng)研究。選擇心理學的學生可以了解心理的相關(guān)知識：包括心理學知識的產(chǎn)生、發(fā)展、應用。同時，學生也可以在學習心理學的過程中更多地了解自己，欣賞人類行為的多樣性。

IB心理學課程分為SL和HL，除了核心課程，HL比SL多了一個選修單元，HL的考生還需要完成一項調(diào)查研究項目。

IB核心課程

The biological level of analysis

·General learning outcomes

·GLO1 Outline principles that define the Biological Level of Analysis

·GLO2 Explain how principles that define the Biological Level of Analysis may be demonstrated in research.

·GLO3 Discuss how and why particular research methods are used at the biological level of analysis.

·GLO4 Discuss ethical considerations related to research studies at the biological level of analysis.

·physiology and Behaviour

·pB1 Explain one study related to localization of function in the brain.

·pB2 Using one or more examples,explain the effects of neuro transmission on human behaviour.

·pB3 Using one or more examples,explain functions of two hormones in human behaviour.

·pB4 Discuss two effects of the environment on physiological processes.

·pB5 Examine one interaction between cognition and physiology in terms of behaviour.

·pB6 Discuss the use of brain imaging technologies in investigating the relationships between biological factors and behaviour.

·Genetics and Behaviour

·GB1 With reference to relevant to research studies,to what extent does genetic inheritance influence behaviour.

·GB2 Examine one evolutionary explanation of behaviour

·GB3 Discuss ethical considerations in research into genetic influences on behaviour.

The cognitive level of analysis

·General learning outcomes

·GLO1 Outline principles that define the cognitive level of analysis.

·GLO2 Explain how principles that define the cognitive level of analysis may be demonstrated in research(that is,theories and/or studies).

·GLO3 Discuss how and why particular research methods are used at the cognitive level of analysis.

·GLO4 Discuss ethical considerations related to research studies at the cognitive level of analysis.

·Cognitive processes

·Cp1 evaluate schema theory with reference to research studies.

·Cp2 evaluate two models or theories of one cognitive process with reference to research studies.

·Cp3 Explain how biological factors may affect one cognitive process.

·Cp4 Discuss how social or cultural factors affect one cognitive process.

·Cp5 With reference to relevant research studies,to what extent is one cognitive process reliable?

·Cp6 Discuss the use of technology in investigating cognitive processes.

·Cognition and Emotion

·CE1 To what extent do cognitive and biological factors interact in emotion?

·CE2 evaluate one theory of how emotion may affect one cognitive process.

The sociocultural level of analysis

·General learning outcomes

·GLO1 Outline principles that define the sociocultural level of analysis.

·GLO2 Explain how principles that define the sociocultural level of analysis may be demonstrated in research(that is,theories and/or studies).

·GLO3 Discuss how and why particular research methods are used at the sociocultural level of analysis.

·GLO4 Discuss ethical considerations related to research studies at the sociocultural level of analysis.

·Sociocultural cognition

·SC1 Describe the role of situational and dispositional factors in explaining behaviour.

·SC2 Discuss two errors in attributions.

·SC3 evaluate social identity theory,making reference to relevant studies.

·SC4 Explain the formation of stereotypes and their effect on behaviour.

·Social Norms

·SN1 Explain social learning theory,making reference to two relevant studies.

·SN2 Discuss the use of compliance techniques.

·SN3 evaluate research on conformity to group norms.

IB選修課程

Abnormal psychology

Developmental psychology

Health psychology

psychology of human relationships

Sport psychology

SL的學生五選一，HL的學生五選二

以上就是IB心理學課程知識點整理的介紹。