中華優秀傳統文化融入高校心理育人的實踐路徑
在全球化(hua)與文(wen)化(hua)交融(rong)的(de)(de)(de)深度推進背景下，高校心(xin)理(li)(li)(li)育(yu)人(ren)工作(zuo)面(mian)臨前所未有(you)的(de)(de)(de)機遇與挑戰。當前，大學(xue)生心(xin)理(li)(li)(li)問題日益(yi)復(fu)雜化(hua)和深層化(hua)，單一依托西方心(xin)理(li)(li)(li)學(xue)理(li)(li)(li)論(lun)的(de)(de)(de)工作(zuo)模式逐漸顯現出文(wen)化(hua)適應性(xing)與實(shi)(shi)(shi)效性(xing)不足的(de)(de)(de)局(ju)限。中華優秀傳統文(wen)化(hua)蘊(yun)藏著豐富的(de)(de)(de)心(xin)理(li)(li)(li)調適智(zhi)慧(hui)與人(ren)文(wen)精神，將其系統、科學(xue)、有(you)機地融(rong)入高校心(xin)理(li)(li)(li)育(yu)人(ren)體系，不僅(jin)是增強育(yu)人(ren)工作(zuo)文(wen)化(hua)底蘊(yun)與現實(shi)(shi)(shi)針對性(xing)的(de)(de)(de)內(nei)在要求，更是落實(shi)(shi)(shi)“立德樹人(ren)”根本任(ren)務(wu)(wu)、培養具有(you)文(wen)化(hua)自信(xin)與健康人(ren)格的(de)(de)(de)時代(dai)新人(ren)的(de)(de)(de)戰略(lve)路(lu)徑(jing)。聚焦課程構建、師資培育(yu)、文(wen)化(hua)浸潤(run)、服務(wu)(wu)創新與機制保障五大著力點，可為探索中國(guo)特色高校心(xin)理(li)(li)(li)育(yu)人(ren)實(shi)(shi)(shi)踐(jian)路(lu)徑(jing)提供參考。
一、筑牢育人主渠道，建構系統化課程體系
課(ke)程(cheng)(cheng)(cheng)(cheng)體(ti)(ti)系(xi)重(zhong)構(gou)是(shi)(shi)中(zhong)華優秀傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)文(wen)化(hua)(hua)融(rong)入高校(xiao)心(xin)(xin)(xin)理(li)(li)(li)(li)育人的(de)基(ji)礎性工程(cheng)(cheng)(cheng)(cheng)。一(yi)是(shi)(shi)開發模(mo)塊(kuai)化(hua)(hua)、系(xi)統(tong)(tong)(tong)(tong)(tong)(tong)化(hua)(hua)的(de)傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)文(wen)化(hua)(hua)心(xin)(xin)(xin)理(li)(li)(li)(li)融(rong)合課(ke)程(cheng)(cheng)(cheng)(cheng)群(qun)。要(yao)立(li)足現(xian)代大學(xue)(xue)(xue)生(sheng)(sheng)心(xin)(xin)(xin)理(li)(li)(li)(li)發展(zhan)需求(qiu)，對傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)文(wen)化(hua)(hua)資源進(jin)行系(xi)統(tong)(tong)(tong)(tong)(tong)(tong)性梳理(li)(li)(li)(li)與科(ke)學(xue)(xue)(xue)化(hua)(hua)整合，構(gou)建包括基(ji)礎理(li)(li)(li)(li)論(lun)(lun)、實(shi)(shi)(shi)踐應(ying)用和專(zhuan)題(ti)拓展(zhan)三大模(mo)塊(kuai)的(de)課(ke)程(cheng)(cheng)(cheng)(cheng)體(ti)(ti)系(xi)。基(ji)礎理(li)(li)(li)(li)論(lun)(lun)模(mo)塊(kuai)可(ke)(ke)開設《中(zhong)國傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)文(wen)化(hua)(hua)心(xin)(xin)(xin)理(li)(li)(li)(li)學(xue)(xue)(xue)導論(lun)(lun)》《儒釋(shi)道心(xin)(xin)(xin)理(li)(li)(li)(li)思想(xiang)研(yan)究》等(deng)(deng)課(ke)程(cheng)(cheng)(cheng)(cheng)，系(xi)統(tong)(tong)(tong)(tong)(tong)(tong)介紹傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)文(wen)化(hua)(hua)中(zhong)的(de)心(xin)(xin)(xin)理(li)(li)(li)(li)學(xue)(xue)(xue)智慧；實(shi)(shi)(shi)踐應(ying)用模(mo)塊(kuai)可(ke)(ke)設置《正念冥想(xiang)與傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)修養》《書(shu)畫(hua)療(liao)法(fa)(fa)與情(qing)緒調節(jie)》等(deng)(deng)體(ti)(ti)驗(yan)式(shi)(shi)課(ke)程(cheng)(cheng)(cheng)(cheng)；專(zhuan)題(ti)拓展(zhan)模(mo)塊(kuai)則可(ke)(ke)針對不(bu)同(tong)學(xue)(xue)(xue)生(sheng)(sheng)群(qun)體(ti)(ti)的(de)需求(qiu)，開設《傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)禮(li)儀與人際和諧(xie)》《中(zhong)醫心(xin)(xin)(xin)理(li)(li)(li)(li)養生(sheng)(sheng)實(shi)(shi)(shi)務》等(deng)(deng)特色課(ke)程(cheng)(cheng)(cheng)(cheng)。二是(shi)(shi)編(bian)寫體(ti)(ti)現(xian)創造性轉(zhuan)化(hua)(hua)的(de)特色教(jiao)材與教(jiao)學(xue)(xue)(xue)資源庫。組(zu)織(zhi)心(xin)(xin)(xin)理(li)(li)(li)(li)學(xue)(xue)(xue)、國學(xue)(xue)(xue)、教(jiao)育學(xue)(xue)(xue)等(deng)(deng)多學(xue)(xue)(xue)科(ke)專(zhuan)家共同(tong)編(bian)寫系(xi)列教(jiao)材，既要(yao)準確闡(chan)釋(shi)傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)文(wen)化(hua)(hua)精髓(sui)，又要(yao)注(zhu)重(zhong)與現(xian)代心(xin)(xin)(xin)理(li)(li)(li)(li)學(xue)(xue)(xue)理(li)(li)(li)(li)論(lun)(lun)的(de)對話(hua)與融(rong)合。同(tong)時建設數字(zi)化(hua)(hua)教(jiao)學(xue)(xue)(xue)資源庫，收錄經典文(wen)獻解讀、名家講(jiang)座視頻、實(shi)(shi)(shi)踐教(jiao)學(xue)(xue)(xue)案(an)例(li)等(deng)(deng)資源，為教(jiao)師(shi)教(jiao)學(xue)(xue)(xue)和學(xue)(xue)(xue)生(sheng)(sheng)自學(xue)(xue)(xue)提供豐富素(su)材。三是(shi)(shi)創新(xin)以體(ti)(ti)驗(yan)與感悟為核心(xin)(xin)(xin)的(de)教(jiao)學(xue)(xue)(xue)方法(fa)(fa)與評(ping)價(jia)(jia)模(mo)式(shi)(shi)。改變傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)的(de)知識灌輸模(mo)式(shi)(shi)，廣泛采用沉浸式(shi)(shi)、體(ti)(ti)驗(yan)式(shi)(shi)教(jiao)學(xue)(xue)(xue)方法(fa)(fa)，如組(zu)織(zhi)學(xue)(xue)(xue)生(sheng)(sheng)開展(zhan)傳(chuan)統(tong)(tong)(tong)(tong)(tong)(tong)文(wen)化(hua)(hua)實(shi)(shi)(shi)踐活(huo)動、設置情(qing)景模(mo)擬(ni)教(jiao)學(xue)(xue)(xue)環節(jie)、運用藝(yi)術(shu)表達治療(liao)技術(shu)等(deng)(deng)。建立(li)過程(cheng)(cheng)(cheng)(cheng)性評(ping)價(jia)(jia)與發展(zhan)性評(ping)價(jia)(jia)相結合的(de)評(ping)價(jia)(jia)體(ti)(ti)系(xi)，注(zhu)重(zhong)考察學(xue)(xue)(xue)生(sheng)(sheng)的(de)文(wen)化(hua)(hua)感悟能(neng)力(li)、心(xin)(xin)(xin)理(li)(li)(li)(li)調適技能(neng)和價(jia)(jia)值觀內化(hua)(hua)程(cheng)(cheng)(cheng)(cheng)度。
二、增強教師專業力，打造融合型師資隊伍
師(shi)資隊伍(wu)建設是(shi)推動傳(chuan)(chuan)(chuan)統(tong)文(wen)(wen)化(hua)(hua)(hua)與心(xin)理(li)(li)(li)(li)(li)育(yu)人(ren)深(shen)度融合(he)(he)(he)的(de)關鍵支(zhi)撐。一是(shi)開(kai)展(zhan)系統(tong)化(hua)(hua)(hua)專(zhuan)項培訓(xun)，全(quan)面提升(sheng)教(jiao)(jiao)(jiao)師(shi)的(de)傳(chuan)(chuan)(chuan)統(tong)文(wen)(wen)化(hua)(hua)(hua)素(su)養(yang)與心(xin)理(li)(li)(li)(li)(li)學(xue)(xue)(xue)(xue)專(zhuan)業能力(li)。建立(li)(li)健全(quan)分(fen)級(ji)分(fen)類(lei)培訓(xun)體系，針對不同(tong)專(zhuan)業背景的(de)教(jiao)(jiao)(jiao)師(shi)開(kai)展(zhan)差異化(hua)(hua)(hua)培訓(xun)。對于心(xin)理(li)(li)(li)(li)(li)學(xue)(xue)(xue)(xue)背景教(jiao)(jiao)(jiao)師(shi)，重(zhong)點加強(qiang)傳(chuan)(chuan)(chuan)統(tong)文(wen)(wen)化(hua)(hua)(hua)經典研(yan)(yan)讀和文(wen)(wen)化(hua)(hua)(hua)理(li)(li)(li)(li)(li)解力(li)培養(yang)；對于人(ren)文(wen)(wen)社科(ke)(ke)(ke)背景教(jiao)(jiao)(jiao)師(shi)，著(zhu)重(zhong)提升(sheng)心(xin)理(li)(li)(li)(li)(li)學(xue)(xue)(xue)(xue)理(li)(li)(li)(li)(li)論素(su)養(yang)和心(xin)理(li)(li)(li)(li)(li)咨(zi)詢技能。培訓(xun)形式應多樣化(hua)(hua)(hua)，包括專(zhuan)家講座、工(gong)(gong)作(zuo)(zuo)坊、實地考(kao)(kao)察、跟(gen)崗研(yan)(yan)修等。二是(shi)搭建跨學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)研(yan)(yan)平臺，促進多學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)交(jiao)流與合(he)(he)(he)作(zuo)(zuo)。成立(li)(li)“傳(chuan)(chuan)(chuan)統(tong)文(wen)(wen)化(hua)(hua)(hua)與心(xin)理(li)(li)(li)(li)(li)育(yu)人(ren)研(yan)(yan)究中(zhong)心(xin)”，定(ding)期組(zu)織跨學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)研(yan)(yan)活動，鼓勵(li)(li)心(xin)理(li)(li)(li)(li)(li)學(xue)(xue)(xue)(xue)教(jiao)(jiao)(jiao)師(shi)與國學(xue)(xue)(xue)(xue)、哲學(xue)(xue)(xue)(xue)、藝術等學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)師(shi)開(kai)展(zhan)合(he)(he)(he)作(zuo)(zuo)研(yan)(yan)究。建立(li)(li)名(ming)師(shi)工(gong)(gong)作(zuo)(zuo)室制(zhi)度，發(fa)(fa)揮學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)帶(dai)頭人(ren)的(de)示范(fan)引領作(zuo)(zuo)用。支(zhi)持(chi)教(jiao)(jiao)(jiao)師(shi)開(kai)展(zhan)相關課題研(yan)(yan)究，推動理(li)(li)(li)(li)(li)論研(yan)(yan)究與實踐探索良(liang)性(xing)互動。三是(shi)建立(li)(li)有(you)效(xiao)的(de)激(ji)(ji)勵(li)(li)機(ji)(ji)制(zhi)，激(ji)(ji)發(fa)(fa)教(jiao)(jiao)(jiao)師(shi)參與融合(he)(he)(he)教(jiao)(jiao)(jiao)育(yu)的(de)積極性(xing)。將傳(chuan)(chuan)(chuan)統(tong)文(wen)(wen)化(hua)(hua)(hua)素(su)養(yang)和融合(he)(he)(he)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)能力(li)納入教(jiao)(jiao)(jiao)師(shi)考(kao)(kao)核評價體系，設立(li)(li)專(zhuan)項獎(jiang)勵(li)(li)基金，對在傳(chuan)(chuan)(chuan)統(tong)文(wen)(wen)化(hua)(hua)(hua)心(xin)理(li)(li)(li)(li)(li)育(yu)人(ren)方面取得突(tu)出(chu)成績的(de)教(jiao)(jiao)(jiao)師(shi)給予表彰獎(jiang)勵(li)(li)。同(tong)時為教(jiao)(jiao)(jiao)師(shi)提供(gong)必(bi)要的(de)資源支(zhi)持(chi)，包括研(yan)(yan)究經費、進修機(ji)(ji)會、實踐平臺等，營造支(zhi)持(chi)教(jiao)(jiao)(jiao)師(shi)專(zhuan)業發(fa)(fa)展(zhan)的(de)良(liang)好環境(jing)。
三、拓展育人新場域，創設浸潤式文化生態
文化(hua)(hua)(hua)生(sheng)(sheng)態(tai)環(huan)境(jing)建(jian)(jian)設(she)是傳統(tong)(tong)(tong)文化(hua)(hua)(hua)融入心(xin)(xin)理(li)育(yu)(yu)(yu)人(ren)的(de)(de)(de)(de)重要載(zai)體(ti)(ti)。一(yi)是優化(hua)(hua)(hua)校園(yuan)物(wu)質文化(hua)(hua)(hua)環(huan)境(jing)，充分(fen)發(fa)揮環(huan)境(jing)育(yu)(yu)(yu)人(ren)功能。在校園(yuan)規劃建(jian)(jian)設(she)中融入傳統(tong)(tong)(tong)文化(hua)(hua)(hua)元素，打造(zao)具有文化(hua)(hua)(hua)底蘊的(de)(de)(de)(de)育(yu)(yu)(yu)人(ren)空間。如(ru)在心(xin)(xin)理(li)健康(kang)中心(xin)(xin)設(she)置傳統(tong)(tong)(tong)文化(hua)(hua)(hua)體(ti)(ti)驗(yan)區，配備文房四(si)寶(bao)、古(gu)琴、茶(cha)具等(deng)(deng)(deng)傳統(tong)(tong)(tong)文化(hua)(hua)(hua)用(yong)品；在校園(yuan)景(jing)觀設(she)計中融入傳統(tong)(tong)(tong)園(yuan)林藝術(shu)，營造(zao)寧靜致遠的(de)(de)(de)(de)氛圍(wei)；通過樓宇命名、文化(hua)(hua)(hua)長廊、雕(diao)塑景(jing)觀等(deng)(deng)(deng)載(zai)體(ti)(ti)，展示傳統(tong)(tong)(tong)文化(hua)(hua)(hua)中的(de)(de)(de)(de)心(xin)(xin)理(li)健康(kang)智慧。二是打造(zao)系列品牌文化(hua)(hua)(hua)活(huo)動，增(zeng)強學(xue)生(sheng)(sheng)的(de)(de)(de)(de)文化(hua)(hua)(hua)體(ti)(ti)驗(yan)感(gan)。定(ding)期舉(ju)辦“傳統(tong)(tong)(tong)文化(hua)(hua)(hua)心(xin)(xin)理(li)活(huo)動月”“經典誦讀大(da)會”“心(xin)(xin)靈茶(cha)會”等(deng)(deng)(deng)品牌活(huo)動，將(jiang)文化(hua)(hua)(hua)體(ti)(ti)驗(yan)與心(xin)(xin)理(li)成(cheng)長有機結合。依托學(xue)生(sheng)(sheng)社(she)團開展常態(tai)化(hua)(hua)(hua)文化(hua)(hua)(hua)活(huo)動，如(ru)書畫(hua)社(she)、太極社(she)、古(gu)琴社(she)等(deng)(deng)(deng)，讓(rang)學(xue)生(sheng)(sheng)在日常活(huo)動中感(gan)受傳統(tong)(tong)(tong)文化(hua)(hua)(hua)魅力。結合傳統(tong)(tong)(tong)節(jie)日開展主題教(jiao)育(yu)(yu)(yu)活(huo)動，如(ru)清明時節(jie)的(de)(de)(de)(de)生(sheng)(sheng)命教(jiao)育(yu)(yu)(yu)、中秋時節(jie)的(de)(de)(de)(de)親情教(jiao)育(yu)(yu)(yu)等(deng)(deng)(deng)。三(san)是建(jian)(jian)設(she)數字化(hua)(hua)(hua)傳播矩(ju)陣，擴大(da)傳統(tong)(tong)(tong)文化(hua)(hua)(hua)心(xin)(xin)理(li)智慧的(de)(de)(de)(de)覆蓋(gai)面。運(yun)用(yong)新媒體(ti)(ti)技術(shu)創(chuang)新傳播方式，開發(fa)微信公眾(zhong)號、短視頻(pin)系列、在線課程等(deng)(deng)(deng)數字化(hua)(hua)(hua)資源。建(jian)(jian)設(she)虛擬仿真實(shi)(shi)驗(yan)教(jiao)學(xue)項目，再現(xian)傳統(tong)(tong)(tong)文化(hua)(hua)(hua)場景(jing)，增(zeng)強學(xue)習體(ti)(ti)驗(yan)感(gan)。利用(yong)大(da)數據技術(shu)分(fen)析學(xue)生(sheng)(sheng)需(xu)求，實(shi)(shi)現(xian)個(ge)性化(hua)(hua)(hua)內(nei)容推送，提高育(yu)(yu)(yu)人(ren)工作的(de)(de)(de)(de)精準(zhun)性和有效性。
四、增強專業服務力，創新本土化咨詢模式
咨詢(xun)(xun)(xun)服務創新是(shi)(shi)傳(chuan)(chuan)(chuan)(chuan)統(tong)(tong)文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)融(rong)入(ru)心(xin)理(li)(li)(li)育人的(de)(de)(de)重要突破(po)口。一是(shi)(shi)深入(ru)挖掘和(he)科(ke)學驗(yan)證(zheng)傳(chuan)(chuan)(chuan)(chuan)統(tong)(tong)身(shen)心(xin)調適技術(shu)。組織(zhi)多學科(ke)專(zhuan)家對傳(chuan)(chuan)(chuan)(chuan)統(tong)(tong)調適方(fang)(fang)法(fa)進行(xing)(xing)系統(tong)(tong)梳(shu)理(li)(li)(li)和(he)現(xian)代轉(zhuan)化(hua)(hua)(hua)(hua)(hua)(hua)，如對靜(jing)坐(zuo)、冥想、呼吸(xi)調節、藝術(shu)治療(liao)等方(fang)(fang)法(fa)進行(xing)(xing)科(ke)學化(hua)(hua)(hua)(hua)(hua)(hua)驗(yan)證(zheng)，明確適用人群、操(cao)作規范和(he)效果指(zhi)標。建立傳(chuan)(chuan)(chuan)(chuan)統(tong)(tong)技術(shu)現(xian)代應(ying)用的(de)(de)(de)標準體(ti)(ti)系，開(kai)發相應(ying)的(de)(de)(de)操(cao)作手冊和(he)培(pei)訓教材。二是(shi)(shi)探索構建融(rong)合中(zhong)西(xi)的(de)(de)(de)文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)特色咨詢(xun)(xun)(xun)范式。在(zai)吸(xi)收西(xi)方(fang)(fang)心(xin)理(li)(li)(li)咨詢(xun)(xun)(xun)理(li)(li)(li)論技術(shu)精華(hua)的(de)(de)(de)同(tong)時，充分融(rong)入(ru)傳(chuan)(chuan)(chuan)(chuan)統(tong)(tong)文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)智慧，如將(jiang)“仁(ren)愛”理(li)(li)(li)念(nian)融(rong)入(ru)共情訓練，運用“中(zhong)庸(yong)”智慧幫助來訪者(zhe)(zhe)尋找(zhao)心(xin)理(li)(li)(li)平衡，借鑒“陰陽辯證(zheng)”思想開(kai)發認知調整技術(shu)。整合敘事(shi)療(liao)法(fa)與(yu)傳(chuan)(chuan)(chuan)(chuan)統(tong)(tong)文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)敘事(shi)資源，幫助來訪者(zhe)(zhe)重構生命故事(shi)。三(san)是(shi)(shi)加強咨詢(xun)(xun)(xun)師(shi)文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)勝(sheng)任力培(pei)養。開(kai)設(she)文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)能(neng)力專(zhuan)項培(pei)訓課(ke)程，內容包括(kuo)中(zhong)國文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)心(xin)理(li)(li)(li)特征、傳(chuan)(chuan)(chuan)(chuan)統(tong)(tong)文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)心(xin)理(li)(li)(li)思想、跨文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)溝通(tong)技巧等。建立包含傳(chuan)(chuan)(chuan)(chuan)統(tong)(tong)文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)專(zhuan)家的(de)(de)(de)督導(dao)體(ti)(ti)系，提高咨詢(xun)(xun)(xun)師(shi)的(de)(de)(de)文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)敏(min)感性。鼓勵咨詢(xun)(xun)(xun)師(shi)開(kai)展(zhan)本土化(hua)(hua)(hua)(hua)(hua)(hua)實(shi)踐研究，總結(jie)提煉適合中(zhong)國學生的(de)(de)(de)咨詢(xun)(xun)(xun)方(fang)(fang)法(fa)和(he)技術(shu)路徑，不斷提升跨文(wen)化(hua)(hua)(hua)(hua)(hua)(hua)輔導(dao)的(de)(de)(de)專(zhuan)業效能(neng)。
五、健全制度支撐網，建立協同化長效機制
長效(xiao)機(ji)制(zhi)建(jian)設(she)是(shi)(shi)傳(chuan)(chuan)統(tong)文化心(xin)(xin)理(li)育人可持(chi)續(xu)發(fa)(fa)展的(de)重要(yao)保(bao)障。一是(shi)(shi)建(jian)立(li)(li)多部(bu)門聯動(dong)的(de)協(xie)同工(gong)(gong)作(zuo)(zuo)(zuo)機(ji)制(zhi)。成(cheng)立(li)(li)由(you)學校領(ling)導(dao)(dao)牽頭(tou)，心(xin)(xin)理(li)健康中(zhong)心(xin)(xin)、教務處、學工(gong)(gong)部(bu)、團委、人文學院(yuan)等(deng)多部(bu)門參(can)與的(de)工(gong)(gong)作(zuo)(zuo)(zuo)領(ling)導(dao)(dao)小組，明確各(ge)部(bu)門職責分工(gong)(gong)，建(jian)立(li)(li)定(ding)期會商機(ji)制(zhi)。同時(shi)(shi)建(jian)立(li)(li)校院(yuan)兩級協(xie)同機(ji)制(zhi)，確保(bao)各(ge)項工(gong)(gong)作(zuo)(zuo)(zuo)落到實處。二是(shi)(shi)完善(shan)政策(ce)支(zhi)持(chi)與經(jing)(jing)費保(bao)障體(ti)(ti)系。制(zhi)定(ding)專項發(fa)(fa)展規(gui)劃和實施方案，將傳(chuan)(chuan)統(tong)文化心(xin)(xin)理(li)育人納(na)入學校整體(ti)(ti)發(fa)(fa)展規(gui)劃。設(she)立(li)(li)專項經(jing)(jing)費，支(zhi)持(chi)課程開發(fa)(fa)、師資培(pei)訓、活動(dong)開展、研(yan)究立(li)(li)項等(deng)工(gong)(gong)作(zuo)(zuo)(zuo)。同時(shi)(shi)建(jian)立(li)(li)多元(yuan)投(tou)入機(ji)制(zhi)，積極爭取社會資源(yuan)支(zhi)持(chi)。三是(shi)(shi)構建(jian)多元(yuan)參(can)與的(de)質量評(ping)(ping)價(jia)與改進機(ji)制(zhi)。建(jian)立(li)(li)包括學生評(ping)(ping)價(jia)、同行評(ping)(ping)價(jia)、專家評(ping)(ping)價(jia)等(deng)多主體(ti)(ti)參(can)與的(de)評(ping)(ping)價(jia)體(ti)(ti)系，定(ding)期對工(gong)(gong)作(zuo)(zuo)(zuo)開展情況進行評(ping)(ping)估。建(jian)立(li)(li)反饋(kui)改進機(ji)制(zhi)，根據評(ping)(ping)估結果(guo)(guo)及時(shi)(shi)調整工(gong)(gong)作(zuo)(zuo)(zuo)方案。同時(shi)(shi)加(jia)強成(cheng)果(guo)(guo)凝練和經(jing)(jing)驗推(tui)廣，通過案例庫建(jian)設(she)、經(jing)(jing)驗交(jiao)流等(deng)方式，促(cu)進實踐成(cheng)果(guo)(guo)的(de)共(gong)享與推(tui)廣，持(chi)續(xu)提升工(gong)(gong)作(zuo)(zuo)(zuo)質量與效(xiao)果(guo)(guo)。
將中華優(you)秀(xiu)傳統文(wen)(wen)化(hua)(hua)融(rong)(rong)入高校心(xin)理(li)育(yu)人，是一項系統而(er)深(shen)刻(ke)的(de)教育(yu)實(shi)踐與(yu)(yu)理(li)論創新(xin)工程。通過筑牢課程主渠道、提升教師(shi)專業力、拓展文(wen)(wen)化(hua)(hua)新(xin)場(chang)域、創新(xin)服務模(mo)式和(he)完善制度保障，不僅有效增(zeng)強了心(xin)理(li)育(yu)人工作的(de)文(wen)(wen)化(hua)(hua)內涵(han)與(yu)(yu)實(shi)施效能，也為學生(sheng)全面發展提供了深(shen)厚(hou)的(de)精神滋養與(yu)(yu)價值(zhi)引領。未來，應進一步推(tui)動傳統文(wen)(wen)化(hua)(hua)的(de)創造性轉化(hua)(hua)與(yu)(yu)創新(xin)性發展，強化(hua)(hua)跨學科協同與(yu)(yu)實(shi)證(zheng)研究，構(gou)建可持(chi)續、可推(tui)廣的(de)融(rong)(rong)合(he)育(yu)人機制，從而(er)真正實(shi)現(xian)以文(wen)(wen)化(hua)(hua)人、以心(xin)育(yu)心(xin)，培養出兼(jian)具(ju)文(wen)(wen)化(hua)(hua)自(zi)信、心(xin)理(li)韌性與(yu)(yu)社會(hui)責任感的(de)時代新(xin)人。
【本文系西安交通大學2024年度“習近平文化思想”研究闡釋專項（項目編號SKZX2024013）的階段性成果】
