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目的了解体验式学习对大学生心理健康的影响,为改善大学生心理健康状况提供依据。方法采用问卷调查法、观察法、数理统计等方法,将分层整群抽取的河南教育学院259名学生随机分为实验组和对照组,实验组进行体验式学习。内容包括场地项目(单杠、大挪移、孤岛求生、信任背摔、篝火晚会、跨越断桥、曲径行走等)和野外项目(定向运动、野外生存、丛林穿越、野外露营等),每次训练时间8～16 h,共计训练6次,持续时间为3个月。对照组只进行正常上课和休息。结果实验组和对照组实验前SCL-90的9个因子得分差异均无统计学意义(P值均>0.05)。实验后实验组与对照组相比,强迫症状、人际关系敏感、抑郁、焦虑、敌对、恐怖和精神病性7个因子得分差异均有统计学意义(P值均<0.05),且实验组该7个因子分实验前、后差异均有统计学意义(P值均<0.05);对照组实验前、后SCL-90的9个因子差异均无统计学意义(P值均>0.05)。男生组和女生组上述7个因子得分变化差异均无统计学意义(P值均>0.05)。结论体验式学习对改善大学生的心理健康具有积极的作用。性别不是体验式学习对大学生心理健康的影响因素。
Objective To understand the impact of experiential learning on the mental health of undergraduates and to provide evidence for improving the mental health status of undergraduates. Methods A total of 259 students from Henan Institute of Education stratified cluster were randomly divided into experimental group and control group by means of questionnaire, observation, mathematical statistics and so on. The experimental group was experiential learning. The program includes field projects (horizontal bar, big move, island survival, trust back, campfire, bridge break, winding walk, etc.) and field projects (orienteering, field survival, jungle crossing, field camping, etc.) Time 8 ~ 16 h, training a total of 6 times, the duration of 3 months. The control group only normal class and rest. Results There was no significant difference in the 9 factors of SCL-90 between experimental group and control group before experiment (P> 0.05). Compared with the control group, there were significant differences in scores of the seven factors in obsessive-compulsive disorder, interpersonal sensitivity, depression, anxiety, hostility, horror and psychosis in the experimental group (P <0.05) Before and after the experiment, the differences were statistically significant (P <0.05). There was no significant difference in the nine factors of SCL-90 before and after the experiment in the control group (P> 0.05). There was no significant difference between the boys and girls in the above seven factors (P> 0.05). Conclusion Experiential learning plays a positive role in improving the mental health of college students. Gender is not the influencing factor of experiential learning on the mental health of college students.