中国康复理论与实践 ›› 2022, Vol. 28 ›› Issue (12): 1408-1415.doi: 10.3969/j.issn.1006-9771.2022.00.004

• 专题 健康和康复与身体活动 • 上一篇    下一篇

健康促进学校视域下学校身体活动相关健康类课程的构建

杨剑1,戴圣婷2(),颜景飞1   

  1. 1.华东师范大学体育与健康学院,上海市 200241
    2.华东理工大学体育科学与工程学院,上海市 200237
  • 收稿日期:2022-12-01 出版日期:2022-12-25 发布日期:2023-01-10
  • 通讯作者: 戴圣婷 E-mail:daishengting@ecust.edu.cn
  • 作者简介:杨剑(1970-),男,汉族,江苏徐州市人,博士,教授,世界卫生组织国际分类家族合作中心专家委员,主要研究方向:儿童青少年体育与健康、ICF、康复科学、锻炼心理学、康复心理学。|戴圣婷(1991-),女,汉族,山东临沂市人,博士,主要研究方向:学校健康、体育锻炼与身心健康。
  • 基金资助:
    教育部人文社科研究项目(22YJA890032)

Construction of school physical activity and health-related curriculum in perspective of health-promoting school

YANG Jian1,DAI Shengting2(),YAN Jingfei1   

  1. 1. College of Physical Education and Health, East China Normal University, Shanghai 200241, China
    2. School of Sports Science and Engineering, East China University of Science and Technology, Shanghai 200237, China
  • Received:2022-12-01 Online:2022-12-25 Published:2023-01-10
  • Contact: DAI Shengting E-mail:daishengting@ecust.edu.cn
  • Supported by:
    Humanities and Social Sciences Research Project of the Ministry of Education(22YJA890032)

摘要:

目的 探索健康促进学校视域下学校身体活动相关健康类课程构建的政策架构、核心内容及课程实施。

方法 基于健康促进学校相关政策及世界卫生组织(WHO)健康服务体系理论,对WHO和联合国教科文组织健康促进学校中学校身体活动和健康相关课程的核心政策文件进行内容分析,构建健康促进学校视域下学校身体活动和健康相关课程的政策架构、核心内容及实施路径。核心政策文件包括《让每一所学校都成为健康促进学校的全球标准与指标》《让每一所学校都成为健康促进学校的实施指南》和《WHO关于学校健康服务指南》。

结果 构建了健康促进学校视域下学校身体活动相关健康类课程的政策架构、理论基础、核心内容及实施路径。在健康促进学校视域下,将身体活动融入健康相关课程的核心内容从学校身体活动和健康相关课程两个方面进行了系统分析。将身体活动融入健康促进学校健康相关课程的具体实施路径涉及课程目标、课程内容、课程方法、课程评价、学习资料、教师培训6个方面。

结论 健康促进是健康服务体系的重要内容,学校健康相关课程是学校情境下运用教育和健康相关手段向学生提供健康服务,学校身体活动相关健康类课程是在健康促进学校环境中为学生的身心健康发展提供综合健康服务的重要手段。在健康促进学校视域下,构建健康相关课程的路径与方法,主要涉及课程目标、课程内容、课程方法、课程评价、学习资料和教师培训6个方面。

关键词: 健康促进学校, 身体活动, 健康相关课程, 健康服务

Abstract:

Objective To explore the policy framework, core content, and curriculum implementation of physical activity and health-related curriculum in perspective of health-promoting school.

Methods Based on the policies related to health-promoting school and the World Health Organization (WHO) theory of health service system, content analysis was conducted on the core policy documents of WHO and UNESCO, and to construct the policy framework, core contents, and implementation pathways of physical activity and health-related curriculum in schools from the perspective of health-promoting school. The core policy documents included Making Every School a Health-Promoting School: Global Standards and Indicators; Making Every School a Health-Promoting School: Implementation Guidelines; and WHO Guidelines on School Health Services.

Results Policy framework, theoretical basis, core content, and implementation pathways of physical activity and health-related curriculum were established in perspectives of WHO policies of health-promoting school. The core content of physical activity and health-related curriculum in health-promoting school context were systematically analyzed in terms of school physical activity and health-related curriculum. The specific implementation path of physical activity and health-related curriculum in health-promoting school involved six aspects: curriculum objectives, curriculum content, curriculum approaches, curriculum evaluation, learning materials, and teacher training.

Conclusion Health promotion is an important part of health service system. Health-related curriculum in schools is the use of educational and health-related tools to provide health services to students in a school context. Physical activity and health-related curriculum is a comprehensive health service for students' physical and mental health development in a health-promoting school setting. The pathways and methods for constructing a physical activity and health-related curriculum in a health-promoting school perspective involve six main areas: curriculum objectives, curriculum content, curriculum approaches, curriculum evaluation, learning materials, and teacher training.

Key words: health-promoting school, physical activity, health-related curriculum, health services

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