Xiang Yueting, Miao Yurong, Zhang Jianxiang, Lin Yujia
School of Foreign Languages and Cultures, Xichang University, Xichang, China.
Institute of Ethnic Literature, Yunnan Academy of Social Sciences, Kunming, China.
Front Psychol. 2021 Dec 24;12:755115. doi: 10.3389/fpsyg.2021.755115. eCollection 2021.
In recent years, in the face of new situations and problems in society, the discourse system, academic concepts, and related research perspectives of Chinese national theory have been strongly impacted by Western thought, making the discourse mode of western national theory become the second discourse system outside the traditional Chinese national theory. In order to further promote the construction of the Chinese national discourse system in college students' mental health education systems, the study first starts with the concept of national theory and discourse system and then uses the literature method to consult the development status of the Chinese national theoretical discourse system and the mental health education of college students. The results show that students' grade is directly proportional to the satisfaction of students with mental health education, that is, with the increase of grade, students are more and more satisfied with mental health education. The attendance rates of college students, high school students, junior middle school students, and primary school students are about 98, 87, 81, and 78%, respectively. In addition, students who are willing to actively accept psychological education account for about 38% of the total number of students, those who do not refuse account for 51% of the total number of students, and those who are unwilling to accept account for 11% of the total number of students. Among these students, their acceptance of mental health education will not be affected by other factors. Furthermore, the satisfaction score of college students with mental health education is about 4.1, the satisfaction score of high school students is about 3.6, the satisfaction score of junior middle school students is about 2.9, and the satisfaction score of primary school students is about 2.1. It reveals that the degree of satisfaction with mental health education is also related to grade. While taking mental health education courses, students not only realize a comprehensive understanding of the theory of the Chinese nation, but also greatly improve their national self-confidence and psychological quality. Moreover, it also strengthened by disseminating the theoretical discourse of the Chinese nation. Therefore, the exploration is of great significance to the development of the Chinese national theoretical discourse system in the psychological education of college students.
近年来，面对社会出现的新情况、新问题，中国民族理论的话语体系、学术概念以及相关研究视角受到西方思想的强烈冲击，使得西方民族理论的话语模式成为中国传统民族理论之外的第二话语体系。为了进一步推进大学生心理健康教育体系中中国民族话语体系的建设，本研究首先从民族理论与话语体系的概念入手，然后运用文献法查阅中国民族理论话语体系及大学生心理健康教育的发展现状。结果表明，学生年级与学生对心理健康教育的满意度成正比，即随着年级的升高，学生对心理健康教育的满意度越来越高。大学生、高中生、初中生和小学生的参与率分别约为98%、87%、81%和78%。此外，愿意主动接受心理教育的学生约占学生总数的38%，不拒绝的占学生总数的51%，不愿意接受的占学生总数的11%。在这些学生中，他们对心理健康教育的接受程度不受其他因素影响。再者，大学生对心理健康教育的满意度得分约为4.1，高中生约为3.6，初中生约为2.9，小学生约为2.1。这表明对心理健康教育的满意度程度也与年级有关。在修习心理健康教育课程的同时，学生不仅实现了对中华民族理论的全面理解，而且极大地提高了民族自信心和心理素质。此外，通过传播中华民族的理论话语也使其得到了强化。因此，该探索对大学生心理教育中中国民族理论话语体系的发展具有重要意义。
