应用型本科院校大学生心理健康教育教学模式探索研究

Exploration and Research on the Teaching Model of College Students’ Mental Health Education in Application-Oriented Undergraduate Institutions

摘要: 当前我国高等教育正处于由规模扩张向内涵式发展转型的关键阶段，大学生心理健康教育的价值日益凸显。然而，多数应用型本科院校在心理健康教育实践中仍面临教育范式滞后、课程体系单一化、实践场域供给不足、协同育人机制缺位等结构性困境，难以适配学生群体多样化、个性化的心理成长需求。文章在系统梳理国内外心理健康教育模式相关研究的基础上，剖析了传统“问题矫治”取向心理健康教育的局限性，进而提出以积极心理学为理论内核、以数智技术为赋能载体、以协同育人为机制保障的“主动引导·数智赋能·全要素全流程”新型教学模式。该模式通过重构“必修 + 选修 + 专项”三维课程体系、搭建沉浸式心理体验实践场域、构建“校–院–班–舍”四维联动心理预警机制、践行家校医一体化协同育人路径，推动心理健康教育实现从应急处置向素质提升的范式转型。本文同时分析了该模式落地实施过程中可能面临的组织、技术、资金与伦理层面的现实挑战，并提出分阶段推进的渐进式实施路径，以期为应用型本科院校破解心理健康教育发展难题提供兼具理论支撑与实践可操作性的参考框架。

Abstract: At the current critical stage of China’s higher education transformation from scale expansion to connotative development, the strategic significance of college students’ mental health education is becoming increasingly prominent. However, in practice, most application-oriented undergraduate institutions still face structural predicaments such as outdated educational paradigms, a rigid and undiversified curriculum system, insufficient provision of practical fields, and the absence of collaborative education mechanisms, making it difficult to meet the diverse and individualized psychological growth needs of students. On the basis of systematically reviewing domestic and international research on mental health education models, this paper analyzes the limitations of the traditional “problem-correction” orientation in mental health education. It then proposes a new teaching model characterized by “active guidance, digital intelligence empowerment, and full-element, whole-process integration”, which takes positive psychology as its theoretical core, digital intelligence technology as its empowering vehicle, and collaborative education as its institutional safeguard. This model promotes a paradigm shift from emergency response to quality enhancement in mental health education through four pathways: restructuring a three-dimensional curriculum system of “compulsory courses + elective courses + specialized programs”, constructing immersive experiential practice fields for psychological development, establishing a four-dimensional linkage early-warning mechanism at the “university-college-class-dormitory” levels, and implementing an integrated home-school-medical collaborative education approach. This paper also analyzes the practical challenges in terms of organization, technology, funding, and ethics that the model may encounter during implementation and proposes a phased, progressive implementation roadmap, aiming to provide a reference framework with both theoretical support and practical feasibility for application-oriented undergraduate institutions to address difficulties in mental health education development.