A Collaborative Study on the Cultivation of Traditional Culture and the Psychological Growth of College Students

Traditional culture serves as valuable resource to cultivate college students’ psychological qualities and fulfill the fundamental task of fostering virtue through education in higher education. Integrating traditional cultural education with college students’ psychological growth to realize coordinated development has become a key measure for the in-depth combination of holistic education and psychological education in the new era. Adopting literature research, logical analysis and case analysis, this paper starts from the psychological educational connotation of traditional culture, sorts out the internal logical relationship between traditional cultural resources and college students’ psychological development, analyzes practical obstacles restricting their coordinated development, elaborates the collaborative mechanism from four dimensions including cognitive foundation, emotional nourishment, value shaping and practical internalization, and constructs a four-in-one collaborative cultivation path covering universities, society, families and individuals.

The study finds that current colleges are confronted with prominent problems such as separation between traditional culture courses and psychological teaching, superficial campus cultural activities, insufficient home-school coordination and students’ lack of initiative to internalize relevant knowledge. Supported by four categories of traditional cultural resources, namely Confucian ethical cultivation, Taoist wisdom of harmony between human and nature, TCM emotion regulation and folk ritual culture, educators can optimize college students’ personality, ease psychological pressure and enhance their psychological resilience. Through curriculum co-construction, environmental construction, home-school linkage and autonomous practice, a closed-loop educational system can be formed, so as to realize cultural inheritance via spiritual nourishment and consolidate students’ mental development with cultural accumulation. The findings provide theoretical support and practical references for the reform of college psychological education.