体验式学习理论在心理健康教育教学中的应用研究——以“正确解决同伴冲突”教学为例

Research on the Application of Experiential Learning Theory in Mental Health Education Teaching—A Case Study of “Correctly Resolving Peer Conflicts”

摘要: 文章概述了体验式学习理论的基础与特点，介绍了其四个核心阶段：具体体验、反思观察、抽象概念化和行动应用，强调通过实践和反思将感性体验转化为理性知识。文章通过一个心理课活动实例探讨了该理论在心理健康教育中的应用，学生通过拼图游戏、情景剧表演等环节，体验和反思同伴交往中的冲突情境，学习合作、沟通等解决策略。最后，提出了体验式学习在心理健康教育中的教学建议，如情境模拟、反思日记、小组讨论、实际问题解决等方法，帮助学生提升自我调节能力和人际交往技巧。

Abstract: This article outlines the foundation and characteristics of experiential learning theory, introducing its four core stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It emphasizes the transformation of sensory experiences into rational knowledge through practice and reflection. The article explores the application of this theory in mental health education through a case study of a psychological class activity. Students engaged in activities such as puzzle games and role-playing scenarios to experience and reflect on conflict situations in peer interactions, learning strategies for cooperation and communication. Finally, recommendations for implementing experiential learning in mental health education are provided, such as scenario simulations, reflective journals, group discussions, and problem-solving exercises, to help students enhance their self-regulation and interpersonal skills.