21世紀(jì)日本學(xué)校健康教育課程體系研究
發(fā)布時(shí)間：2018-11-11 17:47
【摘要】：本文對(duì)21世紀(jì)日本學(xué)校健康教育課程體系進(jìn)行研究,首先梳理第二次世界大戰(zhàn)后60多年來日本學(xué)校健康教育學(xué)科發(fā)展歷史,以日本學(xué)者劃分的戰(zhàn)后教育改革發(fā)展五個(gè)進(jìn)程為基本線索,梳理了當(dāng)時(shí)的健康教育課程發(fā)展脈絡(luò)。提出在政治民主化時(shí)期的健康教育課程是從健康管理向健康教育的轉(zhuǎn)變過程；經(jīng)濟(jì)起飛與發(fā)展時(shí)期的健康教育課程是伴隨《學(xué)校保健法》的頒布,規(guī)定了保健科的獨(dú)立學(xué)科地位；經(jīng)濟(jì)穩(wěn)定發(fā)展時(shí)期的健康教育課程是以《學(xué)習(xí)指導(dǎo)要領(lǐng)》的修改為契機(jī),體育與保健教育雙重課程結(jié)構(gòu)形成,保健體育科,成為健康教育核心課程；經(jīng)濟(jì)結(jié)構(gòu)調(diào)整時(shí)期的健康教育課程是以世界衛(wèi)生組織提出的新健康理念,作為核心思想貫徹到健康教育課程中去,健康教育課程的多元結(jié)構(gòu)特征得以確立；面向21世紀(jì)的健康教育課程不僅關(guān)注影響課程改革的內(nèi)部因素,更加關(guān)注其外部因素,21世紀(jì)日本新的健康促進(jìn)理念引領(lǐng)著綜合課程構(gòu)健的發(fā)展趨勢(shì)。 本文從三個(gè)維度即：健康教育課程體系構(gòu)建的法制基礎(chǔ)與指導(dǎo)思想；課程理念及理論基礎(chǔ)；課程結(jié)構(gòu)和主體內(nèi)容對(duì)日本學(xué)校健康教育課程體系構(gòu)建進(jìn)行詳盡的系統(tǒng)的分析。通過對(duì)日本學(xué)校健康教育課程結(jié)構(gòu)及內(nèi)容進(jìn)行比較全面、系統(tǒng)的分析研究,提出日本學(xué)校健康教育經(jīng)過戰(zhàn)后60多年不同時(shí)期的發(fā)展,為適應(yīng)國(guó)際化和本土社會(huì)結(jié)構(gòu)變化的要求,以法律為基礎(chǔ)不斷推進(jìn)學(xué)校健康教育課程改革,逐漸確立了以《教育基本法》、《學(xué)校教育法》和《學(xué)習(xí)指導(dǎo)要領(lǐng)》為法律基礎(chǔ)的指導(dǎo)思想體系,即以法治精神為基礎(chǔ)的制度依據(jù),以“生理的、心理的、社會(huì)適應(yīng)性的以及道德的”為健康理念的、以建構(gòu)主義學(xué)習(xí)理論為基礎(chǔ)的,以“生理、制度、環(huán)境和生活方式”為內(nèi)容基礎(chǔ)的、以“學(xué)校、家庭和社會(huì)相互協(xié)調(diào)和合作”為基本策略的,并以培養(yǎng)具有“公共精神”面向未來發(fā)展的綜合性學(xué)校健康教育課程體系的研究結(jié)論。 同時(shí)分析提煉出學(xué)校健康教育課程體系具有法制性、整體性、綜合性、協(xié)調(diào)性和文化性等五個(gè)特點(diǎn)。 最后展望日本學(xué)校健康教育課程的發(fā)展趨勢(shì)與研究動(dòng)態(tài),為積極探究我國(guó)具有區(qū)域文化特色的學(xué)校健康教育課程體系構(gòu)建具有寶貴的借鑒意義。
[Abstract]:This paper studies the curriculum system of health education in Japanese schools in the 21st century. Firstly, the history of the development of health education in Japanese schools in the past 60 years after the second World War is reviewed. Taking the five processes of postwar education reform and development divided by Japanese scholars as the basic clue, this paper combs the development of health education curriculum at that time. It is pointed out that the curriculum of health education in the period of political democratization is a transition from health management to health education. The health education curriculum in the period of economic take-off and development is accompanied by the promulgation of the School Health Care Law, which stipulates the independent subject status of the Health Care Department. In the period of steady development of economy, the curriculum of health education is based on the revision of the guiding essentials of learning. The dual curriculum structure of physical education and health education is formed, and the subject of health education becomes the core curriculum of health education. The curriculum of health education in the period of economic structure adjustment is based on the new concept of health proposed by the World Health Organization, which is the core of the curriculum of health education, and the multi-structural characteristics of the curriculum of health education can be established. The health education curriculum facing the 21st century not only pays attention to the internal factors that affect the curriculum reform, but also pays more attention to the external factors. The new health promotion concept of Japan in the 21st century leads the development trend of the comprehensive curriculum construction. This paper makes a detailed and systematic analysis of the construction of the curriculum system of Japanese school health education from three dimensions: the legal basis and guiding ideology of the construction of the curriculum system of health education; the curriculum concept and the theoretical basis; the curriculum structure and the subject content. Based on a comprehensive and systematic analysis of the curriculum structure and contents of health education in Japanese schools, this paper points out that the development of health education in Japanese schools has been going through more than 60 years after the war, in order to adapt to the requirements of internationalization and the changes of local social structure. On the basis of law, the curriculum reform of school health education was continuously promoted, and a guiding ideology system based on the basic Law of Education, the School Education Law and the guiding principles of Learning was gradually established. That is, the system based on the spirit of rule of law, "physiological, psychological, social adaptability and moral" as the health concept, based on constructivism learning theory, "physiology, system," "Environment and lifestyle" as a content-based strategy based on "coordination and cooperation among schools, families and society", The conclusion of the research is to cultivate the curriculum system of comprehensive school health education with public spirit for future development. At the same time, it is analyzed that the curriculum system of school health education has five characteristics: legality, integrity, comprehensiveness, coordination and culture. Finally, the development trend and research trend of school health education curriculum in Japan are prospected, which has valuable reference significance for actively exploring the construction of school health education curriculum system with regional cultural characteristics in China.
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G531.3
本文編號(hào)：2325652
[Abstract]:This paper studies the curriculum system of health education in Japanese schools in the 21st century. Firstly, the history of the development of health education in Japanese schools in the past 60 years after the second World War is reviewed. Taking the five processes of postwar education reform and development divided by Japanese scholars as the basic clue, this paper combs the development of health education curriculum at that time. It is pointed out that the curriculum of health education in the period of political democratization is a transition from health management to health education. The health education curriculum in the period of economic take-off and development is accompanied by the promulgation of the School Health Care Law, which stipulates the independent subject status of the Health Care Department. In the period of steady development of economy, the curriculum of health education is based on the revision of the guiding essentials of learning. The dual curriculum structure of physical education and health education is formed, and the subject of health education becomes the core curriculum of health education. The curriculum of health education in the period of economic structure adjustment is based on the new concept of health proposed by the World Health Organization, which is the core of the curriculum of health education, and the multi-structural characteristics of the curriculum of health education can be established. The health education curriculum facing the 21st century not only pays attention to the internal factors that affect the curriculum reform, but also pays more attention to the external factors. The new health promotion concept of Japan in the 21st century leads the development trend of the comprehensive curriculum construction. This paper makes a detailed and systematic analysis of the construction of the curriculum system of Japanese school health education from three dimensions: the legal basis and guiding ideology of the construction of the curriculum system of health education; the curriculum concept and the theoretical basis; the curriculum structure and the subject content. Based on a comprehensive and systematic analysis of the curriculum structure and contents of health education in Japanese schools, this paper points out that the development of health education in Japanese schools has been going through more than 60 years after the war, in order to adapt to the requirements of internationalization and the changes of local social structure. On the basis of law, the curriculum reform of school health education was continuously promoted, and a guiding ideology system based on the basic Law of Education, the School Education Law and the guiding principles of Learning was gradually established. That is, the system based on the spirit of rule of law, "physiological, psychological, social adaptability and moral" as the health concept, based on constructivism learning theory, "physiology, system," "Environment and lifestyle" as a content-based strategy based on "coordination and cooperation among schools, families and society", The conclusion of the research is to cultivate the curriculum system of comprehensive school health education with public spirit for future development. At the same time, it is analyzed that the curriculum system of school health education has five characteristics: legality, integrity, comprehensiveness, coordination and culture. Finally, the development trend and research trend of school health education curriculum in Japan are prospected, which has valuable reference significance for actively exploring the construction of school health education curriculum system with regional cultural characteristics in China.
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G531.3
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