STUDY OF ADVANCEMENT OF HEALTH CONGNITION (FUNDAMENTAL STUDY ON CURRICULUM DEVELOPMENT OF HEALTH EDUCATION)

我们检查了在1992年一项研究的基础上进行的预试的结果，为了调查小学生健康认知的进步，我们决定进行一项与三个项目有关的调查；这三个项目是：1.个人体验调查。“疾病和伤害认知调查”和“食物和营养认知调查”。1.对于“亲身体验调查”，我们要求小学生回答他/她是否有过某种经历，如果有，在我们的社会中，这些经历中有哪些是日常生活中的。例如，如果他/她看到了新生的婴儿或死人的脸。如果他/她帮助做饭，或遭受饥饿等。编制了10个问题。2.《疾病和伤害认知调查》，编制了10个问题，涉及疾病和伤害的原因和预防。每个问题有五个对错选项，如果学生认为正确，则用圆圈回答；如果错误，则用叉号回答；如果认为不对或错，则用三角形回答；如果不知道，则用斜线回答。3.对于关于食物和营养的认知调查，准备了10个问题，涉及用餐的重要性、用餐与肥胖的关系等。每个问题也有五个选项答案，要求学生以与调查2相同的方式回答。这三个调查是对从四年级到十一年级的2400名学生和每个年级的300名学生进行的。对于2和3的调查，我们试图通过分析不同年级之间“非对非错”对正确反应的反应的变化，以及比较正确反应的百分比，来掌握健康认知的进步程度。我们还分析了经验和认知之间的关系。

We examine the results of a pre-test which was carried out based on a study in 1992, and in order to investigate the advancement of health cognition in pupils, we decided to conduct a survey related to three items ; these are "1.Survey on personal experience". "2.Survey on the cognition concerning disease and injury", and "3.Survey on the cognition concerning food and nutrition".1.For the "survey on personal experience", we requested that the pupil should answer wheter he/she had certain ecxperiences or not, and if yes, hou of ten these were, on daily basis within our society. Such as if he/she had seen tha newly born baby or the face of dead person. If ho/she had helped with cooking, or had suffered from hunger and so on. Ten such questions were prepared.2.For the "survey on the cognition concerning disease and injury", ten questions were prepared concerning the causes of and the prevention against disease and injuries. Each question had five options for right and wrong answers to which the pupil was asked to respond with a circle if he/she thought it right, with a cross if wrong, with a triangle if he/she thought neither right nor wrong, and with a slash if he/she did not know.3.For the "survey on the cognition concerning food and nutrition", ten questions were prepared concerning the significance of meals, the relationship vetween meals and obesity and so on. Each questions also had five optionalanswers to which the pupil was asked to respond in the same way as with the survey 2.These three surveys were conducted with a total of 2,400 pupils from the fourth grade to the eleventh geade and 300 pupils for each grade. As for the survey of 2 and 3, we tried to grasp the degree of advancement in health cognition by analysing a change in the response of "neigher right nor wrong" to the correct response between grades as well as comparing the percentage of correct responces. We also analyzed the relationship between experience and cognition.