Research On Curriculum-oriented Mental Health Education

Based on effect of mental health education in universities and colleges andrelated issues on mental health education for college students, the/this thesis providesthe more detailed literature reviews on model of mental health education for collegestudents, development of mental health curriculum history and its main content.Pedagogy, psychology and sociology are theoretical basis. After the detailedintroduction of features of American mental health education model, compared Withadvantages and disadvantages of mental health education model in Chineseuniversities and colleges, the differences in models of mental health education inChina and America are discussed. Meanwhile, the main point-mental healthcurriculum as focus with other related models as complement-is put forward. In orderto combine the theories with practices, the questionnaires are distributed to twoColleges in Shenyang and Tianjin by using the education scientific research methodsbased on former theoretical research. Interviews are also used to discover the furtherissues that questionnaires can not display. With the analyses of the results, theconstructive ideas are put forward for the development of mental health curriculum incolleges and universities, which is hoped to contribute to the improvement of teachingeffect of college students' mental health.There are four chapters in the paper.Chapter one: introduction. Four parts are included in Chapter one, part one ispresenting the issues. In terms of presented mental health problems of collegestudents these years, the author points out the thinking for resolution ofcurriculum-construction of mental health education for college students. Part twoconcerns about research purposes and value which theoretically expand mental healthcurriculum research and practically help the college students solve the mental healthproblem in real situation. Part three is literature review, which introduce the externaland internal research situation for college mental health education. Part four putsforward contents, methods and thoughts based on the literature review presented.Chapter two: theoretical basis for mental health education curriculum. Theoriesabout pedagogy, psychology and sociology are displayed. Their instructive values forimplement of mental health curriculum are analyzed which lay a solid foundation forthe research.Chapter three: "advice from others may help one overcoming his shortcomings": Comparisons between the US and Chinese mental health education models andreferences from the US. This chapter introduces American mental health educationmodel and its features, then follows the comparisons between the US and Chinesemental health education models. Based on the systematic analysis, "mental healthcurriculum as focus with other related models as complement" should be adopted inChinese mental health education models.Chapter four: researches, analyses and solutions of present situations of collegemental health education curriculum. Presenting problems of internal mental healtheducation curriculums are analyzed on the basis of questionnaires and interviews.Solutions are put forward, as follows. First, during the process of content-design andlesson-teaching of mental health curriculum, four aspects are needed to be dependedon: differences of mental health needs in different grades, differences of mental healthneeds in genders, differences of mental health needs in majors and combination oftheories and practices; second, because teachers are the direct implementer ofcurriculum which matters the quality of teaching, professional teachers group qualityshould be improved; at last, a trinity of school, home and society as assisting systemis called for, uniting all dependable power to carry out college mental healtheducation as well.