OECD future of education 2030: making physical education dynamic and inclusive for 2030 international curriculum analysis
OECD future of education 2030: making physical education dynamic and inclusive for 2030 international curriculum analysis
复制标题
经合组织2030年教育的未来：使体育教育充满活力和包容性，以实现2030年国际课程分析
DOI：
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
K. Howells
中科院分区：
文献类型：
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作者：
K. Howells
这份专题报告是经合组织第一次比较教育政策重点放在世界各地学校系统的体育和健康教育的成果。进行
作为国际课程分析的一部分，在经合组织2030年教育和技能未来项目的主持下，本报告提出了对物理学的新见解。
18个国家和司法管辖区的教育课程。
世界各地的学校都面临着提高学生在传统学术科目中学习成果的压力。但是学校不仅仅是学生们去追求
学术成就：学校应当是培养儿童全面发展的环境，包括儿童的社会、情感、身心健康。如果儿童和青年要成为负责任、有生产力和快乐的社会成员，他们就需要全面的教育，使他们不仅为认知任务做好准备，而且为生活中广泛的个人、社会和职业机会、挑战和责任做好准备。在这种情况下，体育和健康教育课程改革已成为许多经合组织和伙伴国家和司法管辖区寻求促进学生健康的政策重点
和幸福
然而，虽然学生的健康和福祉是一个优先事项，强有力的研究证据和政策知识，在体育和健康教育的政策和做法支持学生的健康和福祉是缺乏的。相对于识字和算术等核心学术学习领域而言，体育和健康教育课程比较政策的证据基础相对欠发达。
因此，经合组织启动了一项比较评估工作，作为其国际课程分析的一部分，以阐明这一重要的课程领域。由此产生的涉及18个国家和管辖区的合作研究包括桌面研究、国际工作组、体育教育国际比较调查以及国家/管辖区案例研究，专家、学者、决策者、教师和学校领导提供了投入。
This thematic report is the culmination of the OECD’s first comparative education policy focus on physical and health education in school systems around the world. Conducted
under the auspices of the OECD Future of Education and Skills 2030 project as part of the International Curriculum Analysis, this report presents new insights into the physical
education curriculum in 18 countries and jurisdictions.
Schools the world over are under pressure to improve student learning outcomes in traditional academic subjects. But schools are not just places where students go to pursue
academic achievement: schools should be nurturing environments that develop the whole child, including their social, emotional, physical and mental well-being. If children and young people are to become responsible, productive and happy members of society, they need a holistic education that prepares them not just for cognitive tasks, but for the broad gamut of personal, social and professional opportunities, challenges and duties in life. In this context, physical and health education curriculum reform has become a policy focus in many OECD and partner countries and jurisdictions looking to promote student health
and well-being.
However, while student health and well-being are a priority, robust research evidence and policy knowledge on which policies and practices in physical and health education support student health and well-being are lacking. The evidence base on comparative policy in physical and health education curriculum is comparatively under-developed relative to core academic learning areas such as literacy and numeracy.
The OECD therefore launched a comparative stock-taking exercise as part of its international curriculum analysis to shed light on this important curriculum area. The resulting collaborative study covering 18 countries and jurisdictions included desktop research, international working groups, an international comparative survey on physical education, and national/jurisdictional case studies with input from experts, academics, policymakers, teachers and school leaders.
低自尊前瞻性地预示着青年时期的抑郁症：奥思、罗宾斯和罗伯茨的复制（2008）
影响因子：
7.6
作者：
Rieger, Sven;Goellner, Richard;Roberts, Brent W.
通讯作者：
Roberts, Brent W.