新质生产力视角下大学生心理健康教育的理论创新与模式探索

Exploration of Theoretical Innovation and Models in Mental Health Education for College Students from the Perspective of New-Quality Productive Forces

摘要: 在数字经济时代，新质生产力以信息技术与智能制造为核心，驱动教育生态向智能化、个性化转型。面对大学生心理问题频发的严峻现实，本研究以新质生产力为理论框架，系统探讨心理健康教育的创新路径。研究发现，当前高校心理健康教育虽在内容多样化、机构完善化等方面取得进展，但仍面临心理问题复杂化、教育方式针对性不足、师资专业化欠缺及资源整合困难等挑战。基于新质生产力的技术赋能，研究提出三重转型路径：一是构建动态适配的“精准干预”课程体系；二是推动“主动预防”模式，降低求助门槛；三是建立“全流程管理”闭环系统，覆盖预防、监测、干预与反馈环节。同时，专门聚焦技术应用中的伦理风险与隐私保护，并细化实施路径的可操作性，为不同资源条件的高校提供落地方案。研究结论表明，新质生产力为破解传统心理健康教育的供需矛盾提供了技术赋能与生态重构路径，其智能化、个性化特征显著提升了教育的精准性与效能，而伦理坚守与低成本适配是技术落地的关键保障。

Abstract: In the era of the digital economy, New-Quality Productive Forces, with information technology and intelligent manufacturing at its core, drives the transformation of the educational ecosystem toward intelligence and personalization. Faced with the severe reality of the frequent occurrence of psychological issues among college students, this study takes New-Quality Productive Forces as the theoretical framework to systematically explore the innovative pathways for mental health education. It finds that while current college mental health education has made progress in aspects such as the diversification of content and the improvement of institutions, it still faces challenges including the growing complexity of psychological issues, insufficient targeting of educational methods, lack of professionalization among teachers, and difficulties in resource integration. Based on the technological empowerment of New-Quality Productive Forces, the study proposes a threefold transformation pathway: first, constructing a dynamically adaptive “precision intervention” curriculum system; second, promoting a “proactive prevention” model to lower the threshold for seeking help; and third, establishing a “full-process management” closed-loop system covering prevention, monitoring, intervention, and feedback. Meanwhile, the study focuses on ethical risks and privacy protection in technological applications, and refines the operability of implementation paths to provide landing solutions for universities with different resource conditions. The research conclusions indicate that New-Quality Productive Forces provide paths for technological empowerment and ecological reconstruction to address the supply-demand contradiction in traditional mental health education, and its characteristics of intelligence and personalization significantly enhance the precision and effectiveness of such education. Adhering to ethics and adapting to low costs are the key guarantees for technological implementation.