AI赋能下基于园艺疗法的学生积极心理品质一体化培育研究：个性化路径构建与效能评估
Research on the Integrated Cultivation of Students’ Positive Psychological Qualities Based on Horticultural Therapy under AI Empowerment: Construction of Personalized Paths and Effectiveness Evaluation

在“健康中国”战略与教育数字化转型背景下，本研究针对学生积极心理品质培育中方法单一、缺乏精准性与系统性衔接的挑战，创新性地提出并探索了“AI赋能园艺疗法”的一体化培育新路径。构建了“人–自然–技术”三元交互理论模型，采用了设计本位研究(DBR)与混合方法研究范式，旨在通过量化与质性相结合的方法，评估覆盖大、中、小、幼学段的梯度化园艺疗法活动库及基于多模态数据感知的AI个性化路径生成系统在提升学生责任感、希望、韧性等核心心理品质上的效能。本研究不仅在理论上拓展了生态心理学、积极心理学与智慧教育的融合边界，也在实践上为学校落实“五育融合”与家校社协同提供了可操作的新载体与新纽带，同时为人工智能在情感与品质培育领域的理性应用提供了前瞻性的伦理反思与实证依据。
Under the dual backdrop of the “Healthy China” initiative and the digital transformation of education, this research addresses the challenges of singular methods, lack of precision, and insufficient systemic cohesion in cultivating students’ positive psychological qualities. It innovatively proposes and explores a new, integrated cultivation pathway of “AI-empowered horticultural therapy”. The study constructs a “Human-Nature-Technology” triadic interaction theoretical model and adopts a Design-Based Research (DBR) paradigm integrated with mixed methods. It aims to evaluate the efficacy of a graded horticultural therapy activity library (spanning university, secondary, primary, and preschool levels) and an AI-powered personalized pathway generation system based on multimodal data perception in enhancing core student qualities such as responsibility, hope, and resilience, utilizing a combination of quantitative and qualitative methodologies. The research not only expands the theoretical boundaries of integrating ecological psychology, positive psychology, and smart education but also provides operable new vehicles and connections for schools to implement “Five-Education Integration” and home-school-community collaboration. Furthermore, it offers prospective ethical reflections and empirical evidence for the rational application of artificial intelligence in the field of emotional and character cultivation.