浅议高校学生的心理健康

曾 瑾

（广州中医药大学 广东广州 511400）

张 静

（广西大学外国语学院英语125班 广西南宁 530004）

浅议高校学生的心理健康

曾 瑾

（广州中医药大学 广东广州 511400）

高校学生心理健康问题已经成为社会关注的焦点，也是高校学生工作的重要方面之一。影响高校学生心理健康的因素有很多，包括来自社会环境的竞争压力、学校的竞争压力、个人的人际关系以及个人情感等。要想真正地解决高校学生心理健康问题，不但需要加强心理干预，还要进行环境建设，并且促进文化的融合。

高校学生 心理健康 调适

在大环境下，人们面对着来自社会各方面的压力，面对生活和生存困境，都不同程度地有着各种心理方面的问题，这些问题或大或小，只要是不影响到我们个人正常的人际交往和生活，我们自身是可以进行调节的。但是对于高校学生而言，他们的心理十分脆弱，面对一些自己处理不了的问题，就特别容易产生负面情绪，以至于影响自己学习和生活，这就需要引起重视了。下面我将结合自身以及在大学学习和生活中遇到的问题，和大家一起探讨一下高校学生的心理健康问题。

一、高校学生心理健康的具体内涵

根据教育部的要求，我国高校学生的心理健康内涵为：对环境的适应程度、自我管理的能力、学习成才的愿望、人际交往的顺利与否、交友恋爱的困惑、求职择业的选择、人格发展的健全和情绪调节的掌控等，有提高健康水平、促进德智体美劳等全面发展的积极精神状态。

二、高校学生心理健康现存的问题及其表现

（一）高校学生心理健康存在的具体问题

1.缺乏对现实客观、合理的认识

所谓认知是指人们对于现实世界的观点看法、评价方式等等，它包括一个人的思想理念、价值观念以及思维模式、对人对事的基本观念等。简而言之，就是“世界观、人生观和价值观”。当代的大学生还没有正式地接触社会生活，他们的生活圈子只局限于校园生活，因而有较强的优越感，甚至是“自负心理”，这些都致使大学生对于客观世界的认识缺乏客观性与合理性。

2.不能正确处理人际关系

人际关系是大学生心理健康中一个非常敏感的问题，他们在人际交往的过程中经常处于矛盾之中，从而造成了人际关系的紧张，同时便引发各种消极的情绪，以致于对周遭的人造成了伤害。

3.缺乏良好的心理状态

大学生生活在理想化的象牙塔内，大多数学生经济上依赖父母，对社会的真实情况缺少了解，因而在谈恋爱时不切实际，过于理想化，对于未来生活盲目的乐观，对未来的苦难没有做好充分的心理准备，导致遇到一点儿困难便束手无策，进而产生悲观、自卑等不良心理状态，甚至造成自杀等严重后果。

4.择业心理危机的出现

许多大学生对自己的期望很大，他们往往怀着较高的抱负和期望进入人才市场，可是结果却差强人意，最终扫兴而归，以致悲观失望。很多大学生就业心态没有处理好，他们往往向往大的城市，求高薪、求舒适、求名气。这样的求职心态会使大学生处处碰壁，总是失望，从而对心理造成伤害。

（二）高校学生心理健康问题的表现

1.焦躁

焦躁是个人主观上预想的将发生不良后果而产生的不安全感以及焦虑、恐惧、担心混合的情绪产物。焦躁是大学生常见的情绪状态，当他们在学习工作和生活中遇到各种挫折时，就会产生这种情感体验。焦躁的情绪对大学生的影响是十分复杂的，它既可以对大学生成长有促进作用，也可以有阻碍作用。

2.抑郁

抑郁和焦躁常常是相伴而行的，它常常表现为对所有事物失去兴致，希望一个人生活。它也常常伴随着个体思维方式的大转变，例如，对世界、现实和自己的未来消极的态度。一般而言，这类的情绪多发生在遭遇挫折、长期努力得不到相应回报的大学生身上。

3.愤怒

这是大学生中十分常见的一种负面情绪，处于青年时期的大学生，往往易激动、易发脾气，这种情绪对他们的影响是非常有害的。

4.妒忌

大学生的妒忌心理具体表现为当看到他人的能力或者品行等超过自己时，在内心产生的不平衡的心态；当看到别人身陷困境时便幸灾乐祸。这是一种情绪障碍，它会使人的心灵扭曲，对大学生的心理发展造成伤害。

三、解决我国高校学生心理健康问题的对策分析

（一）加强心理辅助力度

大学生心理咨询机构是以学生为服务对象的心理服务机构，高校心理咨询机构应当主动发现学生中存在的各种心理问题，绝对不能等到问题出现再主动加以遏制。

（二）心理健康干预机构的建立

对大学生的心理健康教育应该以预防为主，要尽最大的可能不让小的心理障碍发展成为影响大学生学习和生活的心理疾病。

（三）在校园文化建设中进行

对于大学生的心理健康教育而言，校园文化是的一个非常重要载体。校园文化氛围会影响学生的心理品质。要建立优秀的校园文化氛围并发挥好它的作用，要营造积极的、健康向上的、文雅的氛围，让学生在良好的校园文化氛围中，不断地提高自身的素质，磨练自己的意志，进而铸就健康的心理品质。

结语：

本文是我结合自己在大学期间的经历和对同学情况的了解而对大学生的心理健康问题做出的具体的分析，进而提出了自己的建议和主张。希望各大高校对于学生的心理健康引起重视，并切实地履行好自己的职责，也希望大学生能够学会自我调节，遇到困难可以主动咨询，用健康的心态来迎接未来。

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张 静

（广西大学外国语学院英语125班 广西南宁 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.

［1］Diane Watt，Using Modern Art to Teach Language and Culture to ESL Students，The Internet TESL Journal，Vol.X，No.10，October 2004

［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