| （1.华中师范大学 体育学院，湖北 武汉 430079；2.哈尔滨工业大学，山东 威海 264209；3.华中师范大学 体育文化研究中心，湖北 武汉 430079） 摘 要：对美国健康与体育教师培养的理论探讨与部分高校健康教育课程的实践经验进行总结与分析，以期为我国健康教育师资的培养提供参考。研究指出，大众的健康需求引起美国社会对体育教育工作者角色与职责的思考：(1)体育教师应具备从事健康教育工作的品格与素养；(2)体育教师应具备胜任健康教育教学的专门知识；(3)体育教师应具备参与健康教育实践的综合能力；(4)体育教师教育者应成为健康教育的引领者。随着理论研究的不断推进，美国亚利桑那州立大学、阿德菲大学、犹他大学等展开了健康教育课程实践并取得了一定的成绩，给以我国健康教育师资培养如下启示：(1)以公共健康服务为导向，培养具备服务意识和能力的、跨学科的健康教育工作者；(2)以健康知识和能力为重要评判标准，监控、问责体育教师的健康素养；(3)以中小学、社区、相关健康医疗组织为合作伙伴，深化高校与这些主体的交流与合作。 |
WANG Xian-mao1，BI Yong-xing2，LING Cheng1，DONG Guo-yong1，3
| （1.School of Physical Education，Central China Normal University，Wuhan 430079，China；2.Harbin Institute of Technology，Weihai 264209，China；3.Research Institute of Sports Culture，Central China Normal University，Wuhan 430079，China) Abstract: The authors summarized and analyzed the theoretical exploration of US health and physical education teacher cultivation and the practical experience of some university health education curricula, hoping to provide ref-erence for Chinese health and physical education teacher cultivation. The authors pointed out that the public’s health demand triggered US society’s thinking about the roles and responsibilities of physical education workers: 1) physical education teachers should be provided with the characters and attainments for engaging in the health edu-cation job; 2) physical education teachers should be provided with specialized knowledge for being qualified for health education teaching; 3) physical education teachers should be provided with comprehensive abilities to par-ticipate in health education practice; 4) physical education teachers should become the leaders of health education. With the constant progressing of theoretical research, Arizona State University, Adelphi University and University of Utah in the US had done health education curriculum practice and made certain achievements, which give health education teacher cultivation in China the following inspirations: 1) based on public health service as orientation, cultivate trans-disciplinary health education workers provided with service awareness and abilities; 2) based on health knowledge and abilities as important evaluation standards, supervise and examine physical education teach-ers’ health attainments; 3) based on elementary and middle schools, communities and related health medical organi-zations as cooperation partners, deepen universities’ communication and cooperation with these subjects. |
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