Infiltration of Mental Health Education in University Fine Arts Teaching
Shujing YangAbstract
Objective
Faced with heavy academic tasks and interpersonal challenges, college students generally bear persistent psychological pressure, presenting impetuous and fragile mental states and emerging mental health problems. Traditional university fine arts teaching focuses only on skill cultivation and ignores psychological guidance. This paper explores the effective infiltration mode of mental health education in art teaching, aiming to relieve students’ learning psychological pressure, adjust negative mental states and promote sound mental health development.
Subjects and Methods
This study takes college students receiving fine arts courses as research subjects, adopting classroom observation, teaching intervention and comparative questionnaire surveys. It collects data on students’ learning psychological pressure, emotional mental states and mental health levels before and after mental health infiltration teaching, and analyzes the practical adjustment effect of art education on students’ psychology.
Results
Reasonable infiltration of mental health education in fine arts teaching effectively relieves students’ cumulative academic psychological pressure, alleviates anxious and confused mental states generated in study and life, exerts positive emotional edification, and significantly improves students’ overall mental health and psychological resilience.
Conclusions
Fine arts teaching has unique emotional healing and psychological regulation value. Scientific penetration of mental health education can continuously ease college students’ daily psychological pressure, cultivate stable and positive mental states, make up for the deficiencies of conventional psychological education, and provide effective paths for optimizing college students’ mental health literacy.
Corresponding Author
Shujing Yang, Anyang Preschool Teachers College, Anyang, Henan, 456150, China.