目的：关注高校心理健康教育课程的针对性和有效性，探讨课程教学的路径和方法实施。方法：采用人际关系综合诊断量表、社会回避及苦恼量表、自我和谐量表，测查了150名选课学生，结合课程中个体和群体访谈情况，从教学方法上制定相应课程设计。结果：在人际关系方面有41%的学生在9-28分之间，相关方面存在不同程度的困扰；该群体社交回避倾向显著高于常模（4.9503.115、4.142.62，t=3.658、p<0.001）；自我与经验的不和谐、自我的刻板性因子分显著低于常模（t=-6.27、-5.03，p<0.0001），自我的灵活性因子显著高于常模（t=2.36，p<0.05）。访谈和讨论中主要关注的问题为大学生活适应、心理健康观念认知、心理状态自我评估意识等方面。结论：课程建设应致力于关注学生的实际问题及需要。在实现预防性、适应性和发展性教育三个目标层次中，理论部分由学生在具体问题及解决运用中体会、理解。实施融知识性、实践性、互动性、体验性为一体的课程模式。%The purpose of this paper focuses on the focalization and effectiveness of the college students' psycho-logical health education curriculum and studies the teaching method with 150 college students as subjects in individu-al interviews and group interviews, by using interpersonal comprehensive diagnostic scale (ICDS), social avoidance and distress scale (SAD), and self consistency and congruence scale (SCCS), thus making a corresponding curriculum de-sign. The result of the survey shows that 41% of students' ICDS scores are between 9 to 28, which implies that some of the students suffer from related problems to some degree; the scores of these students in social avoidance tendency seem obviously higher than the ordinary(4.9503.115、4.142.62,t=3.658、p<0.001); the scores in factors are low-er than the ordinary such as disharmony between self and experience, stereotype (t=-6.27,-5.03,p<0.0001), but higher in the factor of flexibility (t=2.36,p<0.05). The major problems reflected in the interviews and discussions are involved in the adaptation to college life, the conception of mental health, self-assessment of psychological state, etc. It can be concluded that as for curriculum construction, the practical problems and students' demands should be taken into consideration. In the process of achieving preventability, adaptability and developing education, students should be en-couraged to understand the theory by solving concrete problems themselves. And a constructive curriculum model should be combined with knowledge, practicalness, interactivity and experience.
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