Instructional Design of Graduate Courses from the Perspective of Gestalt Psychology

DOI

10.2991/978-2-38476-462-4_35How to use a DOI?

Keywords

Gestalt psychology consultation; graduate students; teaching mode; innovation ability

Abstract

Grounded in the principles of Gestalt psychotherapy, this study explores instructional design strategies aimed at fostering graduate students’ innovative capabilities. Using the course Array Signal Processing as a practical framework, key Gestalt principles are translated into a hierarchical-integrative instructional model. The design incorporates diversified teaching resources, supports auxiliary learning maps, and fosters a community-based learning environment tailored to the psychological characteristics of engineering graduate students. Practical implementation demonstrates that this instructional approach significantly enhances students’ abilities in knowledge integration and innovative thinking, offering a replicable paradigm for cultivating innovative talent in the national defense sector.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Chongyi Fan
AU  - Dong Feng
AU  - Xiaotao Huang
PY  - 2025
DA  - 2025/09/12
TI  - Instructional Design of Graduate Courses from the Perspective of Gestalt Psychology
BT  - Proceedings of the 2025 9th International Seminar on Education, Management and Social Sciences (ISEMSS 2025)
PB  - Atlantis Press
SP  - 316
EP  - 329
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-462-4_35
DO  - 10.2991/978-2-38476-462-4_35
ID  - Fan2025
ER  -