具身认知视角下表达性艺术治疗融入大学生心理素养培育的应用实践

Application and Practice of Integrating Expressive Arts Therapy into the Cultivation of College Students’ Psychological Literacy from the Perspective of Embodied Cognition

摘要: 随着高校心理健康教育工作的深入推进，如何有效提升大学生心理素养、促进其全面发展，已成为高校心理育人工作的重要议题。具身认知理论指出，个体的认知并非孤立发生于大脑之中，而是在身体、环境与行动的互动过程中形成。表达性艺术治疗以绘画、舞蹈、戏剧等多种艺术形式为载体，引导个体通过身体参与和非言语表达深化自我觉察、整合内在经验，这与具身认知理论的观点高度契合，为大学生心理素养培育提供了新的视角与实践路径。基于此，本研究立足具身认知理论框架，结合大学生的心理发展特点，系统分析表达性艺术治疗融入大学生心理素养培育的可行性，探索实施路径与优化方案，以期为高校心理育人工作的创新发展提供参考。

Abstract: With the further advancement of mental health education in colleges, effectively improving college students’ psychological literacy and facilitating their all-round development has become a key issue for the psychological education of college students. Embodied cognition theory proposes that individual cognition does not emerge independently in the brain; instead, it is constructed through the interactions among the body, environment and actions. Taking diverse artistic forms such as painting, dance and drama as carriers, expressive arts therapy guides individuals to deepen self-awareness and integrate internal experiences via physical engagement and nonverbal expression. Such theoretical connotation is highly consistent with embodied cognition theory, offering a novel perspective and practical approach for the cultivation of college students’ psychological literacy. On this basis, anchored in the theoretical framework of embodied cognition and combined with the psychological developmental characteristics of college students, this study systematically analyzes the feasibility of integrating expressive arts therapy into the cultivation of college students’ psychological literacy and explores corresponding implementation routes and optimization schemes, so as to provide references for the innovative development of psychological education in higher education institutions.