Introducing Ecohealth education in a Teacher Training Institute in Lao PDR: a case study
Introducing Ecohealth education in a Teacher Training Institute in Lao PDR: a case study
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在老挝人民民主共和国的教师培训学院引入生态健康教育：案例研究
DOI：
10.1093/heapro/daaa100
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发表时间：
2020
影响因子：
2.7
通讯作者：
Moji Kazuhiko
中科院分区：
文献类型：
--
作者：
Tomokawa Sachi;Asakura Takashi;Keosada Ngouay;Bouasangthong Vannasouk;Souvanhxay Vanthala;Navamal Phetnoy;Kanyasan Kethsana;Miyake Kimihiro;Kokudo Shohei;Watanabe Ryuichi;Soukhavong Sithane;Thalangsy Khamseng;Moji Kazuhiko
本文论述了生态健康教育对提高发展中国家健康和环境教育质量、实现可持续发展的有效性。为了说明生态健康教育的必要性，我们回顾了不同发展中国家在健康教育、环境教育和可持续发展教育(ESD)方面的转变。此外，我们还讨论了与这些学科相关的问题，并考虑了生态健康教育可以发挥的可能作用。然后，借鉴在老挝进行的案例研究，提出了生态健康教育教学内容的具体实例。我们的结论是，生态健康教育可以体现可持续发展教育在健康和环境问题上的理念，从而有助于提高健康和环境教育的质量，以及可持续发展教育的质量。此外，我们为在发展中国家实施生态健康教育提出了以下五项行动：(I)促进基于公共卫生和人类学方法的研究，并开发利用研究成果的教材；(Ii)增强学龄儿童的能力；(Iii)鼓励社区积极参与和分享问题；(Iv)加强参与式教学方法；(V)建立培训体系并培训相关教师。
This paper argues the effectiveness of Ecohealth education for improving the quality of health and environmental education and for achieving sustainable development in developing countries. To illustrate the need for Ecohealth education, we review the transitions in health education, environmental education and Education for Sustainable Development (ESD) in various developing countries. Moreover, we discuss issues relating to these disciplines and consider the possible roles that Ecohealth education can play. Then, drawing on a case study conducted in Lao PDR, we propose a concrete example of the teaching content of Ecohealth education. We conclude that Ecohealth education can embody the concepts of ESD with respect to health and environmental issues, and thus can contribute to improvements in the quality of health and environmental education, and of ESD. In addition, we propose the following five actions for implementing Ecohealth education in developing countries: (i) promote research based on the approaches of public health and anthropology, and develop teaching materials that use the research results, (ii) empower school-aged children, (iii) encourage the active involvement and sharing of problems among communities, (iv) strengthen participatory teaching and learning methodology and (v) build a training system and train relevant teachers.