基于三元整合模型的高校心理健康教育教师胜任力提升路径探析
Pathways to Enhancing the Competency of University Mental Health Educators: An Analysis Based on the Triadic Integration Model

高校心理健康教育教师胜任力提升是完善学生心理健康服务体系、贯彻国家心理健康教育政策的关键环节。当前心育教师专业发展面临个体经验碎片化、工作场域孤立化与职业发展短期化三重困境，其根源在于专业发展与胜任力提升的目标割裂及研究范式的“要素叠加”局限。本研究整合教师专业发展、反思性实践与生态系统理论，构建心育教师胜任力发展的三元整合模型，提出高胜任力源于经验、场域与时间三维度的持续的动态整合。据此，从跨经验抽象整合夯实认知基础、跨场域共时整合拓展应用边界、跨时间历时整合推动持续进阶三个维度，构建针对性实践路径，为心育教师胜任力提升提供理论框架与实践指引。
Enhancing the competency of university mental health educators (MHEs) is crucial for improving student psychological service systems and implementing national mental health education policies. Currently, the professional development of MHEs faces three intertwined dilemmas: fragmented individual experience, isolation within workplace contexts, and short-sighted career development. These challenges stem from the disconnection between professional development and competency-building goals, as well as limitations of the “element-stacking” research paradigm. Integrating teacher professional development, reflective practice, and ecosystem theory, this study constructs a Triadic Integration Model for MHE competency development. The model posits that high-level competency originates from the continuous dynamic integration across three dimensions: experience, context, and time. Accordingly, targeted practice pathways are proposed: (1) abstract integration across experiences to strengthen cognitive foundations; (2) synchronic integration across contexts to expand application boundaries; and (3) diachronic integration across timelines to promote sustained professional advancement. This provides both a theoretical framework and practical guidance for enhancing MHE competency.