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基于共同学习理念的高校心理健康教育课程育人机制探索

Exploring the Educational Mechanism of College Mental Health Education Courses from the Perspective of Collaborative Learning

Education Study / 2026,8(3): 215-218 / 2026-03-24 11 7

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• Authors: 李桦 李士成 刘志成 黄成
• Information:

  中山大学心理健康教育咨询中心，广州

• Keywords:
  Collaborative learning; College mental health education; Educational mechanism; Role transformation
  共同学习理念; 高校心理健康教育; 育人机制; 角色转化
• Abstract: Mental health education courses in colleges and universities undertake the significant mission of cultivating students’ psychological qualities and volitional strengths, and of promoting the coordinated development of their overall competencies. However, how the educational function of such courses can be effectively realized within classroom structures remains insufficiently explored. Taking the concept of collaborative learning as its point of departure, this study focuses on the developmental mechanisms embedded in classroom interaction structures. It identifies vertical role mobility, horizontal perspective diversity, and the satisfaction of basic psychological needs as the core analytical dimensions, and examines their respective pathways in shaping students’ learning motivation, role identity development, and sustained engagement. The study holds that teachers, teaching assistants and students all gain benefits in multi-level interactions: students deepen their understanding through active participation, while teaching assistants reconstruct knowledge in the process of helping others, extend the cycle of mental health education effects, and gradually form a self-reinforcing cycle of “learning–helping–relearning.” This mechanism provides a structured reference path for the reform of mental health education courses. 高校心理健康教育课程肩负着培育学生心理品质与意志品质，促进学生综合素质协调发展的重要使命，但其育人功能如何在课堂结构中有效落地，仍有待深入探讨。本文以共同学习理念为切入点，聚焦课堂互动结构中的育人机制，将纵向角色流动、横向视角差异与心理需要满足作为核心分析维度，考察三者对学生学习动机生成、角色认同发展及持续参与意愿的作用路径。研究认为，教师、助教与学生在多层次互动中均能实现自身成长：学生在参与中深化认知，助教则在助人过程中完成知识再建构，延长心理健康教育的学习周期，并逐渐形成“学习—助人—再学习”的自我强化循环。该机制为心理健康教育课程改革提供了结构化的实践参考路径。
• DOI: https://doi.org/10.35534/es.0803040 (registering DOI)
• Cite: 李桦，李士成，刘志成，等．基于共同学习理念的高校心理健康教育课程育人机制探索［J］．教育研讨，2026，8（3）：215-218．