%0 Journal Article
%T 大学生心理健康课线上线下混合式教学实施路径——团体心理辅导应用研究
The Implementation Path of Online-Offline Hybrid Teaching for College Students’ Mental Health Course—Applied Research of Group Psychological Counseling
%A 陈贝贝
%A 郭静文
%A 杜艺丛
%A 黄品喆
%A 于馨
%J Advances in Education
%P 1477-1483
%@ 2160-7303
%D 2025
%I Hans Publishing
%R 10.12677/ae.2025.1561158
%X 随着高等教育发展，大学生面临学业、社交、职业规划等多重心理挑战，传统单一的线下心理健康课程教学模式难以满足其多样化需求。在教育信息化与数智化背景下，线上线下混合式教学模式为高校心理健康教育课程改革提供新路径。本研究基于大学生心理健康学情，构建线上文章视频学习、线下主题体验课和自选讲座的混合式教学模式，并将团体心理辅导充分应用于线下体验课。经实践验证，该模式课程学生满意度较高，线上课程满意度为80%，线下主题体验课满意度为90.34%，主题讲座满意度为92.76%。研究表明，线上线下混合式教学模式有效整合优势，为大学生心理健康教育提供了创新且可行的解决方案。
With the development of higher education, college students face multiple psychological challenges such as academic pressure, social difficulties, and career planning, making the traditional single offline mental health curriculum teaching model difficult to meet their diverse needs. Against the backdrop of educational informatization and digital intelligence, the online-offline hybrid teaching model provides a new path for the curriculum reform of college mental health education. Based on the learning situation of college students’ mental health, this study constructs a hybrid teaching model integrating online article and video learning, offline theme experience classes, and optional lectures, with group psychological counseling fully applied in offline experience classes. Practical verification shows that this model has achieved high student satisfaction, with 80% satisfaction for online courses, 90.34% for offline theme experience classes, and 92.76% for theme lectures. The study indicates that the online-offline hybrid teaching model effectively integrates advantages, offering an innovative and feasible solution for college students’ mental health education.
%K 线上线下混合式教学，
%K 大学生心理健康课，
%K 实施路径，
%K 团体心理辅导，
%K 教育改革
Online-Offline Hybrid Teaching
%K College Students’
%K Mental Health Course
%K Implementation Path
%K Group Psychological Counseling
%K Educational Reform
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=118704