| （1.河北工程大学 公体部，河北 邯郸 056038；2.邯郸职业技术学院，河北 邯郸 056001） 摘 要：为了建立一个体育课与健康理论相融合的新型“体育-健康课程模式”，并对其实验效果进行研究，根据学生对《大学生健康常识知晓顺序问卷》结果，在大学一、二年级体育课内设计相关健康知识内容，每次课15 min，实施1年，共36次课。实验前、后分别发放《大学生健康生活形态调查表》，考察大学生对健康常识的掌握及与生活形态的联系情况。结果设计出符合大一、大二年级学生特点，与体育课相融合的“体育-健康课程模式”。实验后，一年级和二年级之间无显著差异，但和实验前相比各自均有非常显著差异(P<0.01)；实验后一、二年级和三年级均有显著差异(P<0.05)；三年级和实验前比无显著差异。结果说明，接受过“体育-健康课程模式”指导的学生明显比实验前及没有参加实验的学生拥有更健康的生活形态，能更好地根据所学的“体育-健康”知识优化实际生活。高校体育课与健康教育融合模式具有较强的可行性。 |
LIANG Yue-hong1，LI Da-yong1，CAO Yong-qing2，LI Lei1，DAI Zhong-jian1
| （1.Department of Physical Education，Hebei University of Engineering，Handan 056038，China；2.Handan Professional Technology Institute，Handan 056001，China） Abstract: In order to establish a new “physical education–health curriculum mode” blending in physical education classes and health theories, and to study its experimental effect, the authors designed related health knowledge con-tents within freshman and sophomore physical education classes according to the results of the College Student’s Health Knowledge Acquaintance Sequence Questionnaire answered by students, and implemented such contents in 36 classes within 1 year, 15 min for each class. Before and after the experiment, the authors issued the College Stu-dent Health Life Form Questionnaire respectively to check out college student’s mastering of health knowledge and its relation with their life forms. Result: a “physical education–health curriculum mode” blending in physical educa-tion classes and in conformity with the characteristics of freshmen and sophomores has been designed. After the experiment, there is no significant difference between freshmen and sophomores, but there is a very significant dif-ference as compared with the results before the experiment (P<0.01); after the experiment, there is a significant difference in freshmen, sophomores and juniors (P<0.05); there is no significant difference in juniors as compared with the result before the experiment. Conclusion: students guided by the “physical education–health curriculum mode” had a healthier life form than themselves before the experiment and students who did not participate in the experiment, could better optimize their life in the reality according to “physical education-health” knowledge learnt. This college physical education and health education blended mode is provided with strong feasibility. |
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