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以体验促认知：团体传递绘画在大学生心理健康教育课程的实验性教学探索

From Experience to Cognition: An Experimental Classroom Practice of Group Relay Drawing in a Mental Health Education Course for Undergraduates

Education Study / 2025,7(9): 966-971 / 2025-09-24 18 8

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• Authors: 杨俊凯
• Information:

  广东金融学院，广州

• Keywords:
  Mental health education; Teaching innovation; Experiential learning; Group drawing; Emotional regulation
  心理健康教育; 教学创新; 体验式教学; 团体绘画; 情绪调节
• Abstract: With the growing emphasis on college mental health education, exploring innovative classroom approaches has become essential. This study introduced group relay drawing into the undergraduate course College Mental Health Education as an experiential teaching strategy to enhance students’ emotional cognition and regulation. Participants were 141 students (57 males, 84 females; mean age = 19.0 ± 0.7 years) from three finance-related classes in Guangdong, China. The intervention included individual drawing, peer relay, group sharing, and teacher synthesis. Data were collected through classroom observation, 52 valid anonymous questionnaires, and students’ artwork. Results showed high overall satisfaction (M = 9.02, SD = 1.09); most students described the activity as novel, enjoyable, and relaxing, while also facilitating emotional externalization and peer interaction. Findings indicate that group relay drawing can serve as an innovative pedagogical form in college mental health education, offering practical insights for fostering student well-being and advancing curricular reform. 随着高校心理健康教育的普及，探索有效的课堂改革模式成为重要议题。本研究在本科大学生心理健康教育课程中引入团体传递绘画，尝试通过艺术化的体验式教学提升学生情绪认知与调节能力。研究对象为广东某高校2024级金融学相关专业三个班141名学生（男57人，女84人，平均年龄19.0±0.7岁）。教学环节包括个人作画、同伴传递、小组分享和教师总结，数据收集来源于课堂观察、52份匿名反馈问卷及学生绘画作品。结果显示，学生对活动整体满意度高（M=9.02，SD=1.09），普遍报告活动新颖有趣、氛围轻松，能促进情绪外化与人际互动。研究表明，团体传递绘画可作为心理健康教育课程中的创新教学形式，为提升大学生心理素养和推动课堂改革提供了实践参考。
• DOI: https://doi.org/10.35534/es.0709183
• Cite: 杨俊凯．以体验促认知：团体传递绘画在大学生心理健康教育课程的实验性教学探索［J］．教育研讨，2025，7（9）：966-971．