生态系统理论视域下高校心理健康教育协同机制构建与实践路径研究

A Study on the Construction and Practical Approaches of the Collaborative Mechanism for Mental Health Education in Universities from the Perspective of Ecosystem Theory

摘要: 随着社会转型与高等教育普及化，大学生心理健康问题呈现复杂化、多元化特征，传统干预模式已难以应对系统性挑战。本文以布朗芬布伦纳生态系统理论为框架，采用分层抽样与目的抽样结合法选取重庆3所地方高校，通过半结构化访谈，剖析高校心理健康教育中微观、中观、外层、宏观系统的互动机制与困境。研究发现，大学生心理健康受多系统嵌套影响，当前存在个体自助能力薄弱、家校社协同断裂、政策执行不到位、资源配置失衡、社会文化认知偏差等问题，且系统间易形成压力负向传导。据此提出“四位一体”协同机制，各层面分别强化赋能与支持、构建联动网络、优化政策资源、培育积极文化，为高校心理教育从“被动应对”转向“主动预防”、完善“三全育人”体系提供理论支撑与实践范式。

Abstract: With the social transformation and the popularization of higher education, the mental health issues of college students have exhibited characteristics of complexity and diversification, and traditional intervention models can hardly address systemic challenges. Taking Bronfenbrenner’s Ecological Systems Theory as the framework, this study selected three local universities in Chongqing using a combination of stratified sampling and purposive sampling. Through semi-structured interviews, it analyzed the interaction mechanisms and dilemmas of the micro-, meso-, exo-, and macro-systems in college mental health education. The study found that college students’ mental health is influenced by the nesting of multiple systems. Currently, there are problems such as weak individual self-help capabilities, broken collaboration among families, schools, and society, inadequate policy implementation, imbalanced resource allocation, and deviations in social and cultural cognition. Additionally, negative stress transmission tends to form between systems. Based on these findings, a “four-in-one” collaborative mechanism is proposed. Each level shall respectively strengthen empowerment and support, establish a linked network, optimize policy resources, and foster a positive culture. This provides theoretical support and a practical paradigm for college mental health education to shift from “passive response” to “proactive prevention” and improve the “whole-process, all-round, and full-staff education” system.