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叙事疗法对话模式在大学生生命教育课程中的应用

The Application of Narrative Therapy Dialogue Model in a Life Education Course for University Students

Theory and Practice of Psychological Counseling / 2022,4(8): 378-392 / 2022-08-18 1288 712

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• Authors: 高健峰¹      陆可心²      闫宇辉¹      姚玉红¹²     
• Information:

  1．同济大学人文学院，上海； 
  2．同济大学心理健康教育与咨询中心，上海
  

• Keywords: Life Education; Curriculum Pedagogy; Narrative Psychology; Narrative Therapy; Dialogue 生命教育；课程教学法；叙事心理学；叙事疗法；对话
• Abstract: The modern teaching model of the university classroom generally lacks an atmosphere and space for dialogue, and there are limitations to the use of scores, knowledge or textbook-centred pedagogy in the delivery of life education courses for university students. Narrative therapy is a postmodern approach to the practice of counselling therapy, with a philosophical background of post-structuralism, social constructionism and Foucault’s ideas, and it is feasible to apply it to the teaching of life education courses for university students. At the theoretical level, narrative therapy has a coherent relationship between life, knowledge and role perspectives and the life education curriculum; at the practical level, the dialogue model of narrative therapy provides a rich set of questions for the life education classroom and has a wide range of applications and potential for practice. The author synthesizes the basic views on narrative dialogue models in books written by scholars at home and abroad, and briefly introduces three representative types of dialogue, namely Externalization Conversation, Re-authoring Conversation and Remembering Conversation, with corresponding application cases. In general， narrative therapy dialogue mode has unique advantages in leading dialogue, examining relationships, stimulating experience, value mining and cognitive reconstruction, which can increase the interactivity, experience and dialogue of life education for university students and enhance the teaching effectiveness of life education courses for university students. However, in our daily practice, we still have to be careful about the social constructionism character of the course and its position in relation to the ideology and politics of students, and more empirical studies are needed to investigate this in the future. 现代化教学模式的大学课堂普遍缺乏对话氛围和空间，传统的以分数、知识或课本为中心的教学法在开展大学生生命教育课程上存有局限。叙事疗法是一种后现代取向的心理咨询疗法实践，将其运用于大学生生命教育课程教学中具有可行性。理论层面，叙事疗法在生命观、知识观、角色观等方面上与生命教育课程之间具有贯通性；实践层面，叙事疗法的对话模式能为生命教育课堂提供丰富的资源，具有广泛的应用场景和实践潜力。叙事对话在引领对话、检视关系、激发体验、价值挖掘与认知重构方面具有独特优势，可以增加大学生生命教育课堂的互动性、体验性和对话性，提升大学生生命教育课程教学效果。
• DOI: https://doi.org/10.35534/tppc.0408044
• Cite: 姚玉红，高健峰，陆可心，等．叙事疗法对话模式在大学生生命教育课程中的应用［J］．心理咨询理论与实践，2022，4（8）：378-392．