这门课程的主题是关于环境变化与人类身心健康之间的联系。通过学习这门课程可以帮助您了解人类活动或人的行为对环境的作用，而环境变化对人的学习、工作和生活的影响，特别是可以帮助您认识身心健康与环境之间实际存在着密切地联系。

    这门课程特色鲜明，与现实生活联系紧密，内容丰富新颖，生动有趣；课程的亮点是通俗易懂，受众面比较广。

1.使学习者了解人的行为和人类的活动对社会环境及自然环境的影响；

2.使学习者认识社会环境变化和自然环境的变化对人类生存环境及人的身心健康的影响；

3.使学习者意识到保护自然环境能够改善人类生存环境及人的身心健康。

欢迎在校学生、各行各业的从业人员、离退休人员及社会各界人士加入到学习这门课程的行列之中。

1. 奚耕思*. 心理神经免疫学[M]. 陕西师范大学出版社, 2006.

2. 爱德华·奥斯本·威尔森. 社会生物学[M]. 北京理工大学出版社, 2008.

3. 孔繁翔. 环境生物学[M]. 高等教育出版社, 2010.

4. 奚耕思* ,张振宇,汪小会. 职业枯竭的生理心理学机制研究进展[J]. 陕西师范大学学报(自然科学版),2008,36(5):63~65.

5. 奚耕思* ,张武会. 抑郁症发生机制研究进展[J]. 陕西师范大学学报 (自然科学版), 2011, 36(6): 64~71.

6. 刘姣姣,奚耕思*,刘倩,薛丽娟. 职业倦怠与焦虑的相关性及其生物学基础研究[J]. 现代生物医学进展.2012,12(21):4131~4135.

7. 刘倩,奚耕思*,薛立娟,刘姣姣. 职业倦怠与性别的相关性及其生物学基础的研究[J]. 现代生物医学进展.2012,12(20):3953~3957.

8. 薛立娟,奚耕思*,刘倩,刘姣姣.职业倦怠与抑郁症的相关性及其生物学基础研究[J]. 现代生物医学进展.2012,12(26):5163~5166.

9. 刘慧婷,奚耕思*,程洪琴,王彦男,杨栋梁. 网络成瘾的生物学机制研究与展望[J]. 现代生物医学进展.2016,16(5):974~978.

10. 薛竟雄,奚耕思*,纪艳青,宋巧娟,张娟娟. 强迫症的生物学机制和治疗综述[J]. 现代生物医学进展.2018,18(7):1383~1387.

11. 贺媛,曾强,赵小兰.中国成人肥胖、中心性肥胖与高血压和糖尿病的相关性研究[J]. 解放军医学杂志.2015,10(1):803-807.

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26.Erwin PC, Brownson RC. The Public Health Practitioner of the Future[J]. American Journal of Public Health, 2017,107(8):1227-1232.

27.Fox R, Gee NR. Great expectations: changing social, spatial and emotional understandings of the companion animal–human relationship[J]. Social & Cultural Geography, 2017, 20(1): 43-63.

28.Gao DW, Wen ZD. Phthalate esters in the environment: A critical review of their occurrence, biodegradation, and removal during wastewater treatment processes[J].Science of The Total Environment, 2016, 541:986-1001.

29.Greischar MA, Reece SE, Savill NJ, et al. The Challenge of Quantifying Synchrony in Malaria Parasites[J]. Trends in Parasitology. 2019, 35(5):341-355.

30.GramecSkledar D, Peterlin Mašič L. Bisphenol A and its analogs: Do their metabolites have endocrine activity?[J]. Environmental Toxicology and Pharmacology, 2016,47:182-199.

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32.Hannah PC, Emma A. Animal abuse as an outcome of poor emotion regulation: A preliminary conceptualization[J]. Aggression and Violent Behavior, 2018,42:61-70.

33.Jakob Z, Lisa C, Esther S, et al. Climate change and One Health[J]. FEMS Microbiology Letters, 2018, 365(11).

34.Jennings PA, Frank JL, Snowberg KE, et al. Improving classroom learning environments by cultivating awareness and resilience in education (CARE): results of a randomized controlled trial[J]. School Psychology Quarterly, 2013, 28(4):374.

35.Johnson SM, Naidoo AV.A psychoeducational approach for prevention of burnout among teachers dealing with HIV/AIDS in South Africa[J]. AIDS Care. 2017, 29(1):73-78.

36.Kim B, Jee S, Lee J,et al. Relationships between social support and student burnout: A meta-analytic approach[J]. Stress Health. 2018,34(1):127-134.

37.Konduracka E. A link between environmental pollution and civilization disorders: a mini review[J]. Reviews on environmetal health. 2019.

38.Legeay S, Faure S. Is bisphenol A an environmental obesogen?[J]. Fundamental & Clinical Pharmacology, 2017,31(6):594-609.

39.Li MC, Chen CH, Guo YL. Phthalate esters and childhood asthma: A systematic review and congener-specific meta-analysis[J]. Environmental Pollution 2017,229:655-660.

40.Leles D , Reinhard K J , Martín Fugassa, et al. A parasitological paradox: Why is ascarid infection so rare in the prehistoric Americas?[J]. Journal of Archaeological Science, 2010, 37(7):0-1520.

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42.Manning A, Serpell J. Animals and Human Society[J]. Veterinarska Stanica, 2018.

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44.Miura I. Sex Determination and Sex Chromosomes in Amphibia[J]. Sex Dev. 2017,11(5-6): 298-306.

45.Nedelcu AM, Michod RE. The evolutionary origin of an altruistic gene[J]. Molecular Biology Evolution.2006,23(8):1460-1464.

46.Oliveira A M D , Silva M T , Taís Freire Galvão, et al. The relationship between job satisfaction, burnout syndrome and depressive symptoms: An analysis of professionals in a teaching hospital in Brazil[J]. Medicine, 2018, 97(49):e13364.

47.Pamungkas RA, Chamroonsawasdi K. Home-based interventions to treat and prevent childhood obesity: a systematic review and meta-analysis[J]. Behavioral Science(Basel). 2019,9(4): e38. 

48.Paul Koene. Welfare and interactions between humans and companion animals[J]. Encyclopedia of animal behavior (Second Edition), 2019,176-195.

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50.Salvagioni DAJ , Melanda FN , Mesas AE, et al. Physical, psychological and occupational consequences of job burnout: A systematic review of prospective studies[J]. PLoS One, 2017, 12(10):e0185781.

51.Sellers S, Ebi KL, Hess J. Climate change, human health, and social stability: Addressing Interlinkages[J]. Environmental Health Perspectives, 2019, 127(4):45002.

52.Solarz K1, Brewczyński PZ. Biology of house dust mites (Acari: Astigmata: Pyroglyphidae)[J]. Wiad Parazytol. 1999,45(4):449-464.

53.Świątoniowska N, Sarzyńska K, Szymańska-Chabowska A, et al. The role of education in type 2 diabetes treatment[J]. Diabetes Research & Clinical Practice.2019,151:237-246.

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Q : 我该如何学习这门课程？

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Q : 我在学习过程中遇到问题了，怎么办？

A :  您可以通过以下几种方式获取帮助：

（1）在课程群聊中发布求助信息，说不定和你一起学习这门课的小伙伴就能够解决问题。

（2）在课程讨论区留言，课程团队看到后将会及时回复。

Q : 我是新手，能否给我一些学习建议？

A : （1）我们的课程采用MOOC的方式授课，因此您可以自由安排您的学习时间、学习地点。但我们仍旧希望您每周能都有固定的时间持续进行本课程的学习，这种规律的学习方式能够最大限度的提升您的学习质量。

   （2）学习的过程比较容易，为了检验您的学习成果，我们的课程团队会在课程章节结束布置测验，希望您尽可能的按时独立完成。如果没有掌握的知识点，您可以继续回看复习课程。

   （3）希望您能够积极参与课程的讨论，在讨论过程中，不光可以对课程所学内容温习内化，还能互相碰撞出思想的火花，相信您一定会有更多的收获。

Q : 课程会不会很难、很枯燥？

A : （1）我们的课程都是老师经过精心设计拍摄制作而成，并且由于是MOOC的方式，所以课程拆分成了不同的知识点，学习起来一点也不费劲。

   （2）我们的课程多采取理论结合实际的授课方式，课程中也有许多案例的呈现，相信会给学习者带来诸多方面的启发。我们也将力求做到深入浅出，使学习者在轻松愉快的学习过程中有比较满意的收获。