Abstract: Deepening the construction of an independent knowledge system for mental health education in China requires focusing on three key concepts: “integration, innovation, and empowerment”. Integration serves as the foundation, guided by policy and institutional frameworks, strengthening top-level design, breaking down knowledge barriers across education, health, and social sectors, and promoting the integration and development of mental health knowledge and applications to ensure coverage of all populations and scenarios. Innovation is the core, rooted in cultural self-consciousness, subjectivity, and originality, moving away from reliance on Western theories, focusing on the generative logic of theories and terminology, and extracting new theories and constructing local terminology from Chinese culture and practice to ensure reflection of Chinese cultural genes and practical characteristics. Empowerment is the goal, achieved through innovating empirical research paradigms and constructing practice paradigms that integrate knowledge and action, realizing the implementation and feedback of knowledge, and ensuring the transition from theory to practice and from practice back to theory. It can be said that “integration, innovation, and empowerment” essentially represent the deepening process of constructing an independent knowledge system for mental health education in China.

Key words: mental health, mental health education, knowledge system, Chinese characteristics

摘要： 深化中国心理健康教育自主知识体系建设，需围绕“整合、创新、赋能”三个关键词展开。其中，整合是基石，通过政策制度引领，强化顶层设计，打破教育、卫生、社会领域的知识壁垒，推进心理健康知识与应用的整合与发展，确保其覆盖全人群、全场景；创新是内核，基于文化自觉、主体性与原创性，摆脱西方理论依赖，聚焦理论与术语的生成逻辑，从中国文化与实践中提炼新理论、构建本土术语，确保其反映中国文化基因与实践特征；赋能是目标，通过创新实证研究范式与构建知行合一的实践范式，实现知识的落地与反哺，确保其从理论走向实践、从实践反哺理论。可以说“整合、创新、赋能”，实质上就是中国心理健康教育自主知识体系建设的深化过程。

关键词: 心理健康, 心理健康教育, 知识体系, 中国特色