淺議高校學(xué)生的心理健康

曾 瑾

（廣州中醫(yī)藥大學(xué) 廣東廣州 511400）

張 靜

（廣西大學(xué)外國語學(xué)院英語125班 廣西南寧 530004）

淺議高校學(xué)生的心理健康

曾 瑾

（廣州中醫(yī)藥大學(xué) 廣東廣州 511400）

高校學(xué)生心理健康問題已經(jīng)成為社會關(guān)注的焦點，也是高校學(xué)生工作的重要方面之一。影響高校學(xué)生心理健康的因素有很多，包括來自社會環(huán)境的競爭壓力、學(xué)校的競爭壓力、個人的人際關(guān)系以及個人情感等。要想真正地解決高校學(xué)生心理健康問題，不但需要加強心理干預(yù)，還要進行環(huán)境建設(shè)，并且促進文化的融合。

高校學(xué)生 心理健康 調(diào)適

在大環(huán)境下，人們面對著來自社會各方面的壓力，面對生活和生存困境，都不同程度地有著各種心理方面的問題，這些問題或大或小，只要是不影響到我們個人正常的人際交往和生活，我們自身是可以進行調(diào)節(jié)的。但是對于高校學(xué)生而言，他們的心理十分脆弱，面對一些自己處理不了的問題，就特別容易產(chǎn)生負面情緒，以至于影響自己學(xué)習(xí)和生活，這就需要引起重視了。下面我將結(jié)合自身以及在大學(xué)學(xué)習(xí)和生活中遇到的問題，和大家一起探討一下高校學(xué)生的心理健康問題。

一、高校學(xué)生心理健康的具體內(nèi)涵

根據(jù)教育部的要求，我國高校學(xué)生的心理健康內(nèi)涵為：對環(huán)境的適應(yīng)程度、自我管理的能力、學(xué)習(xí)成才的愿望、人際交往的順利與否、交友戀愛的困惑、求職擇業(yè)的選擇、人格發(fā)展的健全和情緒調(diào)節(jié)的掌控等，有提高健康水平、促進德智體美勞等全面發(fā)展的積極精神狀態(tài)。

二、高校學(xué)生心理健康現(xiàn)存的問題及其表現(xiàn)

（一）高校學(xué)生心理健康存在的具體問題

1.缺乏對現(xiàn)實客觀、合理的認識

所謂認知是指人們對于現(xiàn)實世界的觀點看法、評價方式等等，它包括一個人的思想理念、價值觀念以及思維模式、對人對事的基本觀念等。簡而言之，就是“世界觀、人生觀和價值觀”。當(dāng)代的大學(xué)生還沒有正式地接觸社會生活，他們的生活圈子只局限于校園生活，因而有較強的優(yōu)越感，甚至是“自負心理”，這些都致使大學(xué)生對于客觀世界的認識缺乏客觀性與合理性。

2.不能正確處理人際關(guān)系

人際關(guān)系是大學(xué)生心理健康中一個非常敏感的問題，他們在人際交往的過程中經(jīng)常處于矛盾之中，從而造成了人際關(guān)系的緊張，同時便引發(fā)各種消極的情緒，以致于對周遭的人造成了傷害。

3.缺乏良好的心理狀態(tài)

大學(xué)生生活在理想化的象牙塔內(nèi)，大多數(shù)學(xué)生經(jīng)濟上依賴父母，對社會的真實情況缺少了解，因而在談戀愛時不切實際，過于理想化，對于未來生活盲目的樂觀，對未來的苦難沒有做好充分的心理準備，導(dǎo)致遇到一點兒困難便束手無策，進而產(chǎn)生悲觀、自卑等不良心理狀態(tài)，甚至造成自殺等嚴重后果。

4.擇業(yè)心理危機的出現(xiàn)

許多大學(xué)生對自己的期望很大，他們往往懷著較高的抱負和期望進入人才市場，可是結(jié)果卻差強人意，最終掃興而歸，以致悲觀失望。很多大學(xué)生就業(yè)心態(tài)沒有處理好，他們往往向往大的城市，求高薪、求舒適、求名氣。這樣的求職心態(tài)會使大學(xué)生處處碰壁，總是失望，從而對心理造成傷害。

（二）高校學(xué)生心理健康問題的表現(xiàn)

1.焦躁

焦躁是個人主觀上預(yù)想的將發(fā)生不良后果而產(chǎn)生的不安全感以及焦慮、恐懼、擔(dān)心混合的情緒產(chǎn)物。焦躁是大學(xué)生常見的情緒狀態(tài)，當(dāng)他們在學(xué)習(xí)工作和生活中遇到各種挫折時，就會產(chǎn)生這種情感體驗。焦躁的情緒對大學(xué)生的影響是十分復(fù)雜的，它既可以對大學(xué)生成長有促進作用，也可以有阻礙作用。

2.抑郁

抑郁和焦躁常常是相伴而行的，它常常表現(xiàn)為對所有事物失去興致，希望一個人生活。它也常常伴隨著個體思維方式的大轉(zhuǎn)變，例如，對世界、現(xiàn)實和自己的未來消極的態(tài)度。一般而言，這類的情緒多發(fā)生在遭遇挫折、長期努力得不到相應(yīng)回報的大學(xué)生身上。

3.憤怒

這是大學(xué)生中十分常見的一種負面情緒，處于青年時期的大學(xué)生，往往易激動、易發(fā)脾氣，這種情緒對他們的影響是非常有害的。

4.妒忌

大學(xué)生的妒忌心理具體表現(xiàn)為當(dāng)看到他人的能力或者品行等超過自己時，在內(nèi)心產(chǎn)生的不平衡的心態(tài)；當(dāng)看到別人身陷困境時便幸災(zāi)樂禍。這是一種情緒障礙，它會使人的心靈扭曲，對大學(xué)生的心理發(fā)展造成傷害。

三、解決我國高校學(xué)生心理健康問題的對策分析

（一）加強心理輔助力度

大學(xué)生心理咨詢機構(gòu)是以學(xué)生為服務(wù)對象的心理服務(wù)機構(gòu)，高校心理咨詢機構(gòu)應(yīng)當(dāng)主動發(fā)現(xiàn)學(xué)生中存在的各種心理問題，絕對不能等到問題出現(xiàn)再主動加以遏制。

（二）心理健康干預(yù)機構(gòu)的建立

對大學(xué)生的心理健康教育應(yīng)該以預(yù)防為主，要盡最大的可能不讓小的心理障礙發(fā)展成為影響大學(xué)生學(xué)習(xí)和生活的心理疾病。

（三）在校園文化建設(shè)中進行

對于大學(xué)生的心理健康教育而言，校園文化是的一個非常重要載體。校園文化氛圍會影響學(xué)生的心理品質(zhì)。要建立優(yōu)秀的校園文化氛圍并發(fā)揮好它的作用，要營造積極的、健康向上的、文雅的氛圍，讓學(xué)生在良好的校園文化氛圍中，不斷地提高自身的素質(zhì)，磨練自己的意志，進而鑄就健康的心理品質(zhì)。

結(jié)語：

本文是我結(jié)合自己在大學(xué)期間的經(jīng)歷和對同學(xué)情況的了解而對大學(xué)生的心理健康問題做出的具體的分析，進而提出了自己的建議和主張。希望各大高校對于學(xué)生的心理健康引起重視，并切實地履行好自己的職責(zé)，也希望大學(xué)生能夠?qū)W會自我調(diào)節(jié)，遇到困難可以主動咨詢，用健康的心態(tài)來迎接未來。

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張 靜

（廣西大學(xué)外國語學(xué)院英語125班 廣西南寧 530004）

Introduction

Art major students including those who just through the entrance examination have been afflicted with one prolong matter-what’s the point of learning English if it has nothing to do with my major and even with my future career.Assigned to the college art major students who spend much of their time conquering their art major test with relatively lower standard of their library tests，English teachers maintain much less awareness of the importance of learning English for them.In that case，many an inflexible and non-interacting teaching methods are deeply rooted in Chinese art major English teaching.On the other hand，having been too concentrated in the art major study in high school and a long summer vacation before college，the college art students are facing huge gap between the non-art major students and them and inevitably feeling hatred toward English which they regard as a forced subject they have to bear on from high school to college.

1.THE STATUS OF ENGLISH TEACHING AND TESTING FO R ART MAJOR

According to a survey targeting Chinese art students，they report that most of their teachers use traditional teaching mode aiming at English major but blame them for not competent enough.Inexperienced English teachers fail to come up with specific teaching plans and new materials to arise their interest in English and they pay little attention to the feedback of students.

Less-advanced teaching materials and non-specific testing mode.English textbooks for Chinese English learning students（ELS）textbooks are fixed in contents out of date.The art students don’t know what they can get from these textbooks，finding no connection between their major and all the bilabial words through pages and they finally draw a conclusion of giving up taking part in English study.Materials except from textbooks seemed worth little attention in English class for most of art major.Art students are being stimulated by their teachers to embrace English as much as they can in their daily life without giving them any useful readings.

The reformation of entrance examination makes a great difference upon art major students.In September 4th，2014，a new reformation of the entrance examination system was declared.In 2016，English testing will not be acquired in the entrance examination and the score will be reduced.Score being reduced，art students simply treated it as the lessened valuing of English but most of the top universities take English score very seriously in recruiting students. They may finally end up not getting offers for a lower English score even though they do well in art major tests.Secondly，for Jakobson in his Linguists and Poetics（1960）and Halliday，language bears metalingual function and interpersonal function thus English is an international mean to the end of explaining and communicating.The art students are less likely to use the most basic way to understand the description and introduction in English and also fail to introduce Chinese beauty to the world.

2.CONFLICTS BETWEEN ART STUDY AND ENGLISH STUDY FOR ART MAJOR

Many college English teachers spend very less time in class，give relatively less guidance and just throw a general final text plan to them in the end. The students find it tremendously consuming to study English on their own and have trouble responding to the voice command from teachers.Chinese art students can manage to demonstrate their talent only in Chinese.It is common that music major singing English songs without accurate pronunciation or hosting major unable to imitate a piece of English news broadcasting.Some may argue that the art students who major in painting，sculpting and dancing have no need to articulate that much often so they are free from troubles.However，the truth is plain that they give up English study after having got a good score in entrance examination and then find it challenging to pick it up again at college.On the other hand，Language is of arbitrariness so that art，literature and the other creativeness can be achieved.Language，as another form of culture，has not been fully used as a way to grasp the ideology of creating a specific art piece.

3.THE CHARACTERISTICS AND ADVANTAGES OF ART-BASED ENGLISH TEACHING STRATEGY

Art-based English pedagogy is a strategy for art students in which teachers make use of any extra materials related to art to teach English.The students are expected to find the very connection between English and their major so that they may learn English with more interest and concentration.This pedagogy combines artistic study and language study at full extent and it gives the students more opportunities to learn how to apply their art major to English and vise versa.

3.1 Art-based English teaching method allows various teaching materials that related to art entering the class.

Documentary-get to know art and learn to articulate English

The teachers can select subtitled art documentaries and highlight any English grammar and expressions similar to those in textbooks.It should benoted that teachers can encourage the students to remember some typical words and phrases.Documentaries can stimulate the students spontaneously to get close to the differences between Chinese art form and others with English pronunciation and expressions at the same time.

Movie-appreciate art and learn to listen to English and write in English

Movie is more concrete and plays a very significant role in English teaching class for all ELS in China.Teachers can select movies carefully with bi-lingual subtitles.The purpose is to teach the students how to appreciate art and the culture behind it in a recreational way.Art students should be guided to appreciate the general culture background，critical techniques in movies through listening to English.Teachers can organize some activities to make study cards of the movie.

Study Card#1

Title of the movie：

Description of the movie：

Your response to the movie：

New vocabulary：

Short biography of historical and present great artists-describe art and artists and learn to read English

Short biography can be handed out in class and teachers can estimate students’English reading level accordingly and substitute the difficult words and sentences for some simple ones.The students are recommended to make study cards to have a general idea about how to describe an artist and his or her work.

Study Card#2

Title of the text：

The name of the author：

Major works：

Description of the works：

3.2 Through Art-based English teaching method，the combination of art major and English makes it possible for students to apply English into their art majors.

Create new art

Art-based English pedagogy teaches art students how to learn English through art and apply English onto art so that they can create their own works with English further.At the very beginning，the students may just know combine English with their art homework under constructions within a limited space like classrooms.However，given more practice and experience，they can do inventions independently and confidently at a larger stage.They will know how to weave two different cultures，two different genres of linguistic elements into their works thus the results will be more amusing，creative and outstanding.Through art-based English teaching，the art students are training their observation and sensation toward art and language.A second language is useful to students to see art and the world from a new angle without too much bias or stereotypical thinking.Bi-lingual interpretation，appreciation and recreation of art can be fulfilled in a brand new level with fluent transition from English to Chinese and vise versa.

International cooperation and exchange of art

International cooperation and exchange of art are significant affairs in Chinese art institutes and many art students are assigned to be engaged.For example，in Guangxi Art Institute，a project called“English Talented Training Program”has selected the top 10 students of English test and provided with extra training.It has made great progress in fostering bi-lingual art talents.

One of the selects called Li Peishan，a first grade student，is one of the recipients for Guangxi Art Institute to meet the delegation from Europe in the 4th China-ASEAN Music Week in Jun 8th 2015.Li is the very example of the results of art-based English training as she applied her English skills to art major skills，playing an extraordinary part in this cultural and musical exchange event.

Li will not be the first and the last bilingual talent in China，but in a middle-east province in China，she is a compelling proof of the art-based English pedagogy.The art-based English pedagogy being extended we can generate more and more students like Li so that we can have more our own art students as messengers and translators bringing Chinese art to international center.

Conclusion

In conclusion，due to variable restrains in high school，Chinese art students have missed learning English with a practical plan ahead of time which leads to much affliction in their English learning college.The out-dated textbooks and non-specific teaching methodology additionally give rise to challenges to teachers and help the art students bring art and English together. Art-based English pedagogy offers a great opportunity to teachers to make the best of multiple teaching materials and attachments and students to study，think and practice with interest and concentration.It can be regarded as enlightenment and a prolonging teaching strategy for developing art students’mind and comprehensive qualities.

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［2］JI Lu，A Glimpse of New Mode for English Listening&Speaking Teaching for College Art Students，Cross-Cultural Communication Vol.10，No.4，2014，pp.46-50［3］Masoumeh Farokhi，Masoud Hashemi，The impact/s of using art in English language learning classes，Procedia-Social and Behavioral Sciences 31（2012）923-926

［4］Serife Demircioglua，Teaching English vocabulary to young learners via drama，Procedia Social and Behavioral Sciences 2（2010）439-443

［5］Fang-O Kuo，Pao-Ta Yu，Wei-Hung Hsiao，Develop and evaluate the effects of multimodal presentation system on elementary student learning effectiveness：within classroom English learning activity，Procedia-Social and Behavioral Sciences 176（2015）227-235

A Study of Current English Learning and Teaching for College Art Majors and a Brief Discussion of Art-based English Teaching Strategy

Zhang Jing

English Major 125 Foreign Languages CollegeGuangxi UniversityChina

In accord with the current general testing regulation and reformation of the entrance examination in China，there has appeared to be various contradictories in the process of English teaching for art majors.Thus，English teaching has witnessed a turning point and teaching methods have been calling for transformation and advancement.Art-based English teaching method，i.e.，teaching languages through art，is still a new concept to many of the English teachers for art major though it has been discussed for a long time among domestic educators and even abroad for its targeted effects for art major students.This article aims at stating and analyzing English teaching for art major from two aspects in general，the current teaching condition and the introduction of art-based teaching method.

English teaching；art majors；current teaching condition；art-based teaching method