How to implement the principle of health first in primary and secondary education

With the continuous advancement of quality education, the evaluation of traditional physical education courses, which focuses on teachers' personal professional ability and organizational teaching level, has lagged behind significantly. In order to adapt to the development of the educational situation, promote the continuous deepening of the reform of physical education teaching, and establish a sound teaching-oriented mechanism, we should return the classroom to the students, make them the real masters of learning, and objectively evaluate the teaching quality with the actual participation of students in the process and effect of learning. Therefore, we have researched and formulated a new "Evaluation Standards for Physical Education Teaching in Primary and Secondary Schools in Nanjing" (hereinafter referred to as the "Standards").

1. Research and reflection on the "Standards" l. The guiding ideology of the design of the "Standards" The implementation of quality education, the implementation of the principle of "health first", and the health of students in the first place, it should be said that this is a breakthrough change in the thinking of physical education. We should start from the characteristics of physical education, promote the simultaneous development of students' body and mind, impart knowledge and methods to obtain health, cultivate their interests and personalities, develop good exercise habits, increase the body's skill reserves, and lay the foundation for lifelong sports.

All for the healthy growth of students, everything around the principle of "health first", everything obeys the principle of "health first", this is the guiding ideology of our design of the "Standards". 2.The basic idea of the design of the "Standard" 1. The design of the "Standard" is divided into six sections: "evaluation content" (see the vertical classification of the "Standard").

First of all, the "teaching objectives" are highlighted here, so as to strengthen the comprehensive implementation of the standardized physical education target teaching.

The basic principles of health education and early childbearing do not include social participation. What are the basic principles of healthy content? Teaching students according to their aptitude, teaching in fun, paying attention to timeliness, and the principle of procedural delay.

The principles that should be followed in the implementation of health education are as follows:

1. Scientific principles: Health education should be based on scientific knowledge and evidence to ensure that the information conveyed is accurate, reliable, and in line with the latest research results.

2. Practicality principle: Health education should focus on individual behaviors and practices, and provide specific, practical and feasible health behavior change strategies and skills to help individuals achieve health goals.

3. The principle of adaptability: health education should be personalized according to the characteristics, needs and cultural background of the audience, so as to improve the acceptance and effect of education.

4. Sustainability principle: Health education should focus on long-term effects and sustainable development, so that individuals can develop positive health habits in their daily lives and continue to implement changes.

5. Participatory principle: Health education should encourage the audience's participation and initiative, and cultivate the audience's health awareness and positive action ability through interaction, discussion and cooperation.

6. The principle of comprehensiveness: health education should comprehensively consider the various factors of individuals, families, communities and the environment, so as to promote the overall healthy development and harmonious ecological environment of the mountain.

7. Principle of continuous evaluation: Health education should continuously improve and adjust educational strategies and methods through monitoring and evaluation to ensure the quality and effectiveness of education.

The process of health education implementation

2. Goal setting: According to the results of the needs assessment, formulate specific and measurable health education goals, and clarify the focus of education and the desired effect.

3. Educational design: design appropriate educational content, methods and strategies according to goal setting. The content includes the cultivation of health knowledge, skills and attitudes, which can be in the form of lectures, group discussions, role-plays, etc., and strategies can include teaching materials, multi-presentations, etc.

4. Education implementation: According to the educational design plan, organize and implement health education activities, including lectures, training courses, workshops, etc., and carry out practical operations and exercises through on-site guidance and demonstration.

5. Educational evaluation: The effect of health education is evaluated through quantitative and qualitative Fangshan Prefecture Chinese law. Evaluation data can be obtained through questionnaires, tests, observations, etc., to assess the feasibility, acceptance, and effectiveness of education, and to make adjustments and improvements based on the evaluation results.

6. Continuous monitoring and improvement: Regularly monitor and evaluate the educational effect, understand the long-term effect and demand changes, and improve and adjust the educational strategy and method according to the opinions and data in the feedback track.

(1) Scientific.

To disseminate medical knowledge, the content should be correct, the data cited should be reliable, the examples should be realistic, and the one-sided absolute should not be grandiose. For example, there is a 25% chance of infantile malformations caused by rubella infection in the first trimester of pregnancy, and the greatest risk occurs when the mother does not know that she is pregnant.

2) Mass character.

The foundation of health education is to focus on health and face the whole society. Health education should start from kindergarten, which is of decisive significance for establishing good behavior stereotypes and creating a generation of new people with good health cultural quality; Health education should be adapted to the needs of different groups of people. The collection and collation of the education network has taken various forms that are popular with the masses and easy to accept.

For example, the medical science theory of "smoking is harmful to health" is explained through in-depth and easy-to-understand health education; Behaviors that make smokers consciously quit smoking.

3) Artistry.

In order to ensure that health education achieves greater social benefits, in view of the hazards of major diseases and related risk factors, according to the psychological characteristics, hobbies and self-care requirements of different subjects, intuitive image education and audio-visual electronic education are organized to enhance the interest of the masses.

4) Pertinence.

Health education is aimed at the entire population, each with different health problems at different ages, and people of different genders, occupations and levels of education have different levels of perception, psychological state and need for health care. Therefore, targeted health education should be carried out for different groups of people and people with different health care needs, and individualized education should be carried out. Doctors should focus on health education and training for primary health workers, and the training content should focus on different targets.

The school doctor mainly focuses on reasonable nutrition, good hygiene habits, smoking cessation, sexual knowledge, physical exercise, accidental injury, oral hygiene, etc.; Doctors at the factory health station focus on smoking cessation, alcohol hazards, drug abuse, sexuality, occupational safety, common diseases and occupational diseases. Rural doctors focus on quitting smoking, alcoholism, rational nutrition, hygiene ethics and hygiene habits, breaking superstitions, pesticides and accidental injuries, infectious and endemic diseases, oral hygiene, premarital and prenatal examinations, etc., in order to achieve targeted health education.

1) The principle of directionality.

The principle of direction is the fundamental principle of moral education in socialist schools, and it requires that moral education in schools must adhere to the four basic principles.

We should give top priority to the firm and correct political direction, and cultivate students' scientific world outlook and outlook on life.

and communist moral qualities. This principle is determined by the nature and tasks of moral education in socialist schools. We must build Marxism.

In order to guide the socialist spiritual civilization, schools must adhere to the principle of direction in cultivating talents for socialist construction with "four haves" and "two loves."

2) The principle of unity of knowledge and action.

The principle of the unity of knowledge and action means that in the process of moral education, it is necessary to combine the education of ideological and political concepts and moral norms with participation in the actual training of society, and to combine the enhancement of students' ideological understanding with the cultivation of good behavioral habits, so that students can become people who are consistent with their words and deeds.

3) The principle of carrying forward the advantages and overcoming the weaknesses.

The principle of carrying forward the advantages and overcoming the shortcomings refers to the need to rely on and carry forward the positive side of students, limit and overcome the negative and backward side of students in the process of moral education, and cultivate students' ability to educate themselves according to the situation. Marxist dialectical materialism.

Tell us that the advantages and disadvantages, the advanced and the backward, can be transformed into each other under certain conditions, and the formation of students' moral character is the result of this contradictory struggle and transformation. The law of moral education determines that the development of advantages and the overcoming of shortcomings must be carried out at the same time.