健康老龄化视域下马克思主义生命观融入老年健康教育的理论逻辑与协同机制研究

Research on the Theoretical Logic and Collaborative Mechanism of Integrating Marxist Life Concept into Elderly Health Education from the Perspective of Healthy Aging

摘要: 随着我国人口老龄化进程持续加快，健康老龄化成为应对老龄化挑战的核心理念，而当前老年健康教育存在侧重疾病防控、忽视生命意义与精神需求的局限，难以破解长寿不健康的困境。马克思主义生命观以人的现实生命活动为出发点，强调生命的自然性、社会性与精神性辩证统一，主张人的自由而全面发展，其核心内涵与健康老龄化的多维意涵高度契合，为老年健康教育提供了重要理论支撑。立足健康老龄化视域，系统阐释马克思主义生命观融入老年健康教育的理论逻辑：健康老龄化的生理、心理、社会多维意涵与马克思主义生命观的三重维度形成内在呼应，为老年健康教育从防病养老向品质养老的功能拓展奠定基础。在此基础上，进一步分析其现实价值：有助于引导老年人形成理性积极的生命态度，促进心理调适与情绪健康，激发社会参与热情与生命价值实现。为推动二者深度融合，要构建多主体协同的价值引导机制、教育内容与方式的协同创新机制及制度保障与长效机制。

Abstract: With the continuous acceleration of China’s population aging process, healthy aging has become the core concept to address the challenges of aging. However, current elderly health education has limitations in focusing on disease prevention and control, neglecting the meaning of life and spiritual needs, making it difficult to solve the dilemma of unhealthy longevity. The Marxist view of life takes the real-life activities of human beings as the starting point, emphasizing the dialectical unity of the naturalness, sociality, and spirituality of life, advocating for the free and comprehensive development of human beings. Its core connotation is highly compatible with the multidimensional implications of healthy aging, providing important theoretical support for elderly health education. Based on the perspective of healthy aging, this article systematically explains the theoretical logic of integrating the Marxist concept of life into elderly health education: the physiological, psychological, and social multidimensional implications of healthy aging resonate with the triple dimensions of the Marxist concept of life, laying the foundation for the functional expansion of elderly health education from disease prevention and elderly care to quality elderly care. On this basis, further analysis of its practical value: it helps guide the elderly to form a rational and positive attitude towards life, promote psychological adjustment and emotional health, stimulate social participation and enthusiasm and realize the value of life. To promote the deep integration of the two, it is necessary to establish a multi-party collaborative value guidance mechanism, a collaborative innovation mechanism for educational content and methods, as well as institutional guarantees and long-term mechanisms.