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“认知可视化”：CBT与思维图示法在高校谈心谈话中的理论构建与路径探索

“Cognitive Visualization”: Theoretical Construction and Pathway Exploration of Integrating CBT and Thinking Maps in Counselor–student Dialogues in Chinese Universities

Psychology of China / 2025,7(10): 1346-1350 / 2025-11-04 35 24

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• Authors: 朱文婉¹ 安晓朋² 杨俊凯¹
• Information:

  1．广东金融学院，广州；
  2．北京大学深圳研究生院，深圳

• Keywords:
  Cognitive visualization; Cognitive behavioral therapy (CBT); Thinking maps; Counselor-student dialogue; Psychological education
  认知可视化; 认知行为疗法; 思维图示法; 谈心谈话; 心理育人
• Abstract: Counselor-student dialogues are a vital component of psychological education in universities. However, in practice, these dialogues often lack structural and methodological support, leading to randomness, low efficiency, and limited cognitive change. From a theoretical construction perspective, this paper proposes “Cognitive Visualization” as a new paradigm that integrates the structural strengths of Cognitive Behavioral Therapy (CBT) with the visual and organizational features of Thinking Maps. Grounded in dual coding theory, constructivist learning theory, and the externalization principles of narrative therapy, the study develops a “Four-Stage, Eight-Step” operational model, systematically elaborating its core concepts, procedural framework, and practical essentials. Typical cases are presented to illustrate the model’s logical structure and feasibility. This theoretical framework aims to provide university counselors with a structured, interactive, and operable pathway for conducting effective psychological dialogues. The core contribution of this paper lies in developing the theoretical model and practical framework of Cognitive Visualization in counselor-student dialogue, while future research will further verify and refine the model through empirical testing and digital tool development. 高校辅导员谈心谈话是落实心理育人任务的重要途径，但在实际操作中常因缺乏结构和方法支撑而呈现随意化与低效化，导致认知转变难以实现、效果难以维持。本文从理论建构的视角出发，提出“认知可视化”这一新范式，尝试将认知行为疗法（CBT）的结构化优势与思维图示法的可视化特征有机结合。基于双重编码理论、建构主义学习理论与叙事疗法外化理念，本文构建了“四阶八步”操作模型，系统阐述了其核心理念、操作流程与实践要点，并通过典型案例说明其应用逻辑与可行性。该理论框架旨在为高校辅导员提供一种兼具结构性、互动性与可操作性的谈心谈话新路径。本文的核心贡献在于提出了高校谈心谈话的认知可视化理论模型与实践框架，未来研究将进一步通过实证检验与数字化工具开发来验证与完善该模型。
• DOI: https://doi.org/10.35534/pc.0710220 (registering DOI)
• Cite: 朱文婉, 安晓朋, 杨俊凯. (2025). “认知可视化”：CBT与思维图示法在高校谈心谈话中的理论构建与路径探索. 中国心理学前沿, 7 (10), 1346-1350.