基于绘画投射技术的大学生孤独症认知研究

A Study on College Students’ Cognitive Characteristics of Autism Based on Drawing Projection Technique

摘要: 目的：探讨大学生对孤独症的认知特征，为高校开展孤独症相关健康教育与融合教育提供参考。方法：采用目的抽样法，于2025年8~10月选取浙江省某综合性大学60名在校本科生为研究对象。通过主题绘画与半结构化访谈收集资料，运用绘画内容分析与主题分析法对资料进行整合分析。结果：大学生对孤独症的认知主要呈现3个方面特征：一是对孤独症核心特征的理解具有符号化倾向，常以封闭空间、重复行为等典型意象加以表征；二是对孤独症个体的形象建构呈现二元化特征，主要表现为脆弱化与理想化两种倾向；三是对互动关系的认知多停留于单向支持框架，孤独症个体多被置于被观察、被理解与被帮助的位置。结论：大学生对孤独症的认知不仅存在知识层面的不足，更表现为由符号化、二元化和单向化构成的社会认知结构。高校应将孤独症相关内容纳入健康教育体系，通过课程教学、实践接触与校园文化建设，促进大学生形成更加科学、平等的认知。

Abstract: Objective: To explore the cognitive characteristics of college students toward autism and to provide evidence for autism-related health education and inclusive education in universities. Methods: A purposive sampling method was used to recruit 60 undergraduate students from a comprehensive university in Zhejiang Province from August to October 2025. Data were collected through thematic drawings and semi-structured interviews, and were analyzed using drawing content analysis and thematic analysis. Results: College students’ cognition of autism exhibited three main characteristics. First, the understanding of core features of autism showed a symbolic tendency, often represented by typical imagery such as enclosed spaces and repetitive behaviors. Second, the construction of autistic individuals’ images demonstrated a dichotomous pattern, mainly characterized by vulnerability-oriented and idealized representations. Third, the perception of interpersonal relationships was largely confined to a unidirectional support framework, with autistic individuals often positioned as being observed, understood, or helped. Conclusion: College students’ cognition of autism reflects not only a lack of knowledge but also a structured pattern of social cognition characterized by symbolization, dichotomization, and unidirectionality. Universities should incorporate autism-related content into health education systems and promote more scientific and equitable understanding through curriculum development, experiential learning, and campus cultural initiatives.