Study On The Effect Of Blending Learning Of Mental Health Course In Universities

Mental health courses are the main way for universities to improve the mental health education of college students,and an important method to achieve high-quality personnel training.In recent years,due to the frequent occurrence of College Students’ psychological problems,the nation attaches great importance to the effectiveness of College Students’ mental health curriculum,and has promulgated a series of policies and documents to guide the development of college mental health curriculum,in order to improve the effect of college education.Based on the existing research,there are shortcomings in the traditional teaching mode of mental health courses.As a new teaching method,blended learning has achieved good curriculum effects in the practice of various disciplines in universities at home and abroad.Although there are some theoretical researches on the blended learning of mental health curriculum in universities,there is still a lack of empirical research on its effect.This paper makes an empirical study on the mental health curriculum effect of blended learning in universitiesUnder the guidance of curriculum evaluation theory,constructivist learning theory and interactive learning theory,this paper takes two teaching classes of freshmen admitted to L University in 2020 as the research object,and carries out experiment of mental health course,and one class implements blended learning,the other implements traditional offline teaching,and compares the curriculum effects of the two classes’ mental health courses.The status of students’ mental health before and after the course is used as the basis for evaluating the effect of the course.The content of the questionnaire is consistent with the course,covering10 dimensions: self-awareness,career planning,learning mentality,emotional regulation,interpersonal relationships,love attitude,coping with stress and setbacks,life outlook,subjective well-being,and adaptability.Meanwhile,according to the evaluation research of the existing blended learning courses,a curriculum effect evaluation questionnaire was designed from four factors: Teachers’ teaching,Curriculum construction,Students’ subjectivity and Students’ harvest to evaluate the blended teaching of mental health courses.The study found that:(1)the mean changes of students’ mental health status scores before and after the blended teaching were significantly larger than those of the control class;(2)The results of the paired T test before and after the blended teaching showed that-the mental health level of the students in the seven dimensions has been improved to varying degrees distinctively,While the control class only showed significant mental health improvement in three dimensions of gratitude for life,subjective well-being and adaptability.(3)Students in the blended teaching class more recognized for the curriculum construction of blended teaching,teachers’ teaching,students’ subjectivity,and curriculum gains.(4)The evaluation obtained in the blended teaching course is affected to the greatest extent by students’ subjectivity,followed by the influence of teachers’ teaching.Comparatively speaking,the evaluation of curriculum construction has less influence;students play the role of subjectivity in the curriculum.The evaluation of teachers is easily affected by curriculum construction,and the evaluation of teachers’ teaching is less affected;students’ evaluation of teachers’ teaching is easily affected by the evaluation of curriculum construction.According to the research results,some suggestions are put forward to improve the blended learning of mental health courses in universities.It is mainly improved from four aspects: adjusting the curriculum content design,refining the teaching process,giving full play to students’ subjectivity,and strengthening teachers’ professional quality,to give full play to the advantages of blended learning in college mental health courses and improve the teaching effect.