The Construction and Practice Exploration of the "Teaching-Learning-Evaluation" Integrated Management Model for the College Mental Health Education Course: Taking Inner Mongolia University of Nationalities as an Example

Abstract

Traditional college mental health education suffers from the "teaching - learning - assessment" separation phenomenon, resulting in one-way knowledge transmission and students' passive acceptance. This paper has studied and constructed an integrated teaching design process of "teaching - learning - assessment", including the target system, structural style, teaching activities, resource integration, strategy optimization, and diversified assessment. Combined with the tasks and steps in actual teaching, it focuses on the implementation and feedback of students' "learning - assessment" effectiveness, and constructs a dynamic adjustment "teaching - learning - assessment" integrated teaching implementation model. 312 freshmen from Inner Mongolia University of Nationalities were selected as the research subjects and a control experiment was conducted. The research results show that the "teaching - learning - assessment" integrated model significantly improves students' mental health levels (P < 0.05). Students in the experimental group are significantly better than those in the control group in terms of self-awareness, emotion regulation, attitude towards love, coping with frustration and stress, and adaptability. Therefore, the "teaching - learning - assessment" integrated teaching design model and practical path based on core literacy has feasibility and promotion value, and can provide reference for frontline teaching.