AI时代心理学研究生主体性科研创新能力培养的风险、契机与路径
Risks, Opportunities, and Pathways for Cultivating Autonomous Research Innovation Capability in Psychology Graduate Students in the AI Era

随着人工智能(AI)技术的快速发展，心理学研究生科研创新能力的培养面临双重效应：AI技术依赖可能导致研究主体地位异化与科研责任虚化，但合理运用AI亦可突破传统研究瓶颈，赋能创新能力重塑。本文基于心理学学科“科学–人文”双维属性，提出“心理学研究生主体性科研创新能力”概念，强调研究生在科研活动中自主发现问题、分析问题及解决问题的核心能力，其本质在于学术主体性(自觉能动性与自主为己性)。研究指出，主体性能力受导师指导、个体素养与环境资源的综合影响，而AI技术通过破解思维僵局、弥补资源匮乏、优化学术对话，为解决认知局限、资源约束与交流缺失提供契机。为此，本文构建“能力训练–问题导向–技术赋能”三位一体培养路径：通过学术思维、实践与表达训练夯实基础，结合AI技术优化研究流程，平衡技术辅助与学术自主、效率提升与伦理坚守、资源普惠与个性发展，最终实现心理学研究生科研创新能力的系统性提升，服务于社会心理健康建设的战略需求。
With the rapid development of artificial intelligence (AI) technology, the cultivation of psychology graduate students’ subjective research innovation capabilities faces dual effects: over-reliance on AI may lead to the alienation of research subjectivity and the blurring of academic responsibility, while its rational application can break through traditional research bottlenecks and empower the reshaping of innovation capabilities. Based on the “scientific-humanistic” dual attributes of psychology as a discipline, this paper proposes the concept of “subjective research innovation capability of psychology graduate students”, emphasizing their core ability to independently identify, analyze, and solve problems in research activities, rooted in academic subjectivity (self-motivated agency and autonomous responsibility). The study highlights that this capability is influenced by a combination of mentor guidance, individual competencies, and environmental resources. Meanwhile, AI technology provides opportunities to address cognitive limitations, resource constraints, and communication gaps by resolving intellectual impasses, supplementing resource deficiencies, and optimizing academic dialogue. To this end, this paper constructs a “Trinity” cultivation model integrating “competency training, problem orientation, and technological empowerment”: by strengthening foundational skills in academic thinking, practice, and expression, combined with AI-driven optimization of research processes, it balances technological assistance with academic autonomy, efficiency with ethical adherence, and resource accessibility with personalized development. Ultimately, this approach aims to systematically enhance psychology graduate students’ research innovation capabilities, thereby serving the strategic demands of societal mental health development.