从知识灌输到体验内化：团辅式教学提升大学生心理健康教育获得感的路径探索

From Knowledge Transmission to Experiential Internalization: Pathways to Enhancing College Students’ Sense of Gain in Group Counseling-Based Mental Health Education

摘要: 在社会转型加速、竞争压力增大、信息技术迭代周期越来越短的时代背景下，大学生心理健康问题呈现新特征，大学生心理健康教育课程作为重要干预手段，亟须创新教学模式。分析当前高校大学生心理健康教育课存在的三大困境：课程定位偏差——价值认知的表层化与功利化取向、教学模式单一——大班制教学下的“填鸭式”知识灌输、师资能力短板——兼具心理学理论与团体带领技术的专业教师匮乏。针对这些问题，提出旨在提升学生课程获得感的团辅式教学优化路径：学校管理层与基层任课教师需充分认识大学生心理健康教育课程的育人效能与时代意义；教学内容贴合大学生不同阶段需要，重塑学生对课程的价值建构；推动教师从知识传授者向团体促进者转型，重构其基于团体动力的情境性教学智慧；深化作业反思深度，以写作促自省，实现课程习得的内化与升华。研究为提升大学生课程获得感提供理论支撑和实践指导，对培养身心健康的高素质人才具有重要现实意义。

Abstract: In the context of rapid social transformation, increasing competitive pressures, and the accelerating iteration of information technology, mental health issues among university students have new characteristics. Consequently, the mental health education curriculum, as a vital intervention, urgently requires innovative pedagogical models. This study analyzes three primary predicaments currently hindering the effectiveness of this course: misaligned curriculum positioning, characterized by superficial and utilitarian value perceptions; monotonous teaching modalities, dominated by “cramming” knowledge delivery in large-class settings; and deficient faculty competency, marked by a scarcity of teachers proficient in both psychological theory and group facilitation techniques. In response to these issues, this paper proposes an optimized group counseling-based teaching pathway, designed to enhance students’ sense of course gain. The proposed strategies include: fostering a thorough understanding of the curriculum’s educational efficacy and contemporary significance among university administrators and faculty; tailoring teaching content, to align with student needs to reshape their value construction regarding the course; facilitating a paradigm shift for teachers from mere knowledge disseminators to group facilitators, thereby reconstructing their situational teaching wisdom based on group dynamics; and deepening the reflective quality of assignments to promote self-examination through writing, enabling the internalization and sublimation of course acquisitions. This research provides theoretical support and practical guidance for enhancing university students’ sense of course gain and holds significant practical value for cultivating high-quality talents with sound physical and mental health.