Keywords
How to Cite
Abstract
Background: As a comprehensive psychological treatment approach, printmaking art therapy integrates psychology, art, and therapeutic practice, and has gradually become a distinctive method in mental health education. Objective: This paper aims to explore the role of printmaking art therapy in the mental health education of college students in the new era. Methods: Through nonverbal artistic creation, participants engage in immersive artistic experiences to express emotions, conduct self-exploration, regulate stress, build self-confidence, and establish social support networks. Results: The multisensory process involved in printmaking enhances participant acceptance, authentically reflects students’ psychological conditions, reduces the stigma associated with mental health issues, and compensates for the limitations of traditional mental health education resources. Conclusion: By combining artistic expression with psychological adjustment mechanisms, printmaking art therapy expands the scope of traditional mental health education practices, offering targeted approaches for emotional regulation and self-awareness enhancement, and demonstrating significant practical value in contemporary college mental health education.
References
Chen, S. C. (2024). Strategic planning for ideological and political education in digital media art majors under the background of new liberal arts construction. University, (15), 128–131. DOI:CNKI:SUN.0.2024-15-033.
Chen, J. T., Ma, Y. H., Zhan, J. M., & Lin, L. (2023). Smart classroom construction: Concept, strategy and bottleneck analysis. Information System Engineering, (02), 174–176. DOI:CNKI:SUN.0.2023-02-055.
Kang, J. (2023). Research on teaching strategies for promoting classroom interaction in smart classroom environments. Northwest Normal University. https://doi.org/10.27410/d.cnki.gxbfu.2023.001544
Huang, X. X., Li, M. Q., & Zhou, J. Y. (2023). Research on the teacher-student interactive teaching model in smart classroom environments. Educational Information Technology, (09), 8–11. DOI:CNKI:SUN.0.2023-09-002.
Su, Y. (2022). Research on problems and countermeasures in smart classroom construction. In Proceedings of the 2022 Computer Campus Network Forum (pp. 199–202). https://doi.org/10.26914/c.cnkihy.2022.025242
General Office of the National Development and Reform Commission. (2020). Notice on organizing and implementing the 2020 new infrastructure construction project (broadband network and 5G fields). URL:https://news.21csp.com.cn/c23/202003/11394283.html
Huang, J., & Zhao, Z. J. (2020). Research and practice on teaching reform of art smart classrooms under the background of innovation and entrepreneurship. Daguan, (06), 117–119. DOI:CNKI:SUN.0.2020-06-056.
Li, L. (2020). Exploring the transformation of multimedia classrooms in colleges and universities into smart classrooms. In Intelligent Learning and Innovation Research Working Committee of the China Smart Engineering Research Association (Ed.), Proceedings of the 2020 Annual Academic Seminar on Educational Informatization and Educational Technology Innovation (III) (p. 4). China Smart Engineering Research Association. https://doi.org/10.26914/c.cnkihy.2020.036571
Zhou, W. Y. (2019). Research on teaching interaction models in smart classroom environments. Software Guide (Educational Technology), 18(12), 18–21. https://doi.org/10.16735/j.cnki.jet.2019.12.008
Xinhua News Agency. (2019). The Central Committee of the Communist Party of China and the State Council issued China Education Modernization 2035. URL:https://www.gov.cn/zhengce/2019-02/23/content_5367987.htm
Xu, J. J., Tian, Y., Gao, B. Y., Zhuang, R. X., & Yang, L. (2018). Research on learner satisfaction based on learning experience in smart classrooms. Modern Educational Technology, (09), 40–46. DOI:CNKI:SUN.0.2018-09-007.
Xu, X. L., Wang, X. H., & Gu, X. Q. (2017). Design and effectiveness of group cooperative learning in smart classrooms. Open Education Research, 23(04), 112–120. https://doi.org/10.13966/j.cnki.kfjyyj.2017.04.011
Introduction to Xuexitong. (2017). URL:https://special.chaoxing.com/special/screen/tocard/133965907?courseId=201713482
UNESCO. (2016). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. URL:https://unesdoc.unesco.org/ark:/48223/pf0000245656_chi
Wang, X. C., Huang, R. H., & Wang, M. S. (2016). Analysis of interpersonal interaction in primary and secondary school classrooms in smart classroom environments. e-Education Research, 37(12), 111–116. https://doi.org/10.13811/j.cnki.eer.2016.12.016
Zhang, Y., Zhu, Y., Bai, Q. Y., Li, X. Y., & Zhu, Y. H. (2016). Research on the characteristics of interactive behaviors in primary school mathematics classroom teaching in smart classroom environments. China Educational Technology, (06), 43–48+64. URL:https://www.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2016&filename=ZDJY201606009&uniplatform=OVERSEA&v=HfVwa5WucgNdBncGlgKIAZ6s33cHW8SQaISqldy-q5HfQllBN4tSDtRBYheg1Yj
Wang, Z. J., Chen, L., & Han, S. M. (2016). Research on an analytical framework for the interactivity of learning environments in distance learning. China Distance Education, (12), 37–42+79–80. https://doi.org/10.13541/j.cnki.chinade.20161216.004
Xiao, B., & Huang, Y. B. (2013). Design of an intelligent collaborative learning support system in future classrooms. China Educational Technology & Equipment, (27), 21–24. DOI:CNKI:SUN.0.2013-27-007.
Huang, R. H., Hu, Y. B., Yang, J. F., & Xiao, G. D. (2012). The concept and characteristics of smart classrooms. Open Education Research, (02), 22–27. https://doi.org/10.13966/j.cnki.kfjyyj.2012.02.008
Huang, R. H., Yang, J. F., & Hu, Y. B. (2012). From digital learning environments to smart learning environments: The transformation and trends of learning environments. Open Education Research, (01), 75–84. https://doi.org/10.13966/j.cnki.kfjyyj.2012.01.009
Zhong, Q. Q. (2010). Research on “classroom interaction”: Meaning and issues. Educational Research, (10), 73–80. DOI:CNKI:SUN.0.2010-10-014.
Han, Q. (2008). The influence of classroom interaction on students’ ability to pose creative problems. Central China Normal University. URL:https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CDFD9908&filename=2008115103.nh
Cheng, X. Q. (2002). Equal opportunity in classroom interaction. Jiangsu Education Publishing House. URL:https://book.douban.com/subject/1593938/
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 The Author(s). Published by Journal of Global Arts Studies.