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学校性教育不容忽视--颜元的性教育探索及其对当前学校性教育的启迪 总被引：4，自引：0，他引：4
颜元在三百多年前就在其所办学校中对学生进行性教育，在中国教育史上具有开创性意义。他的性教育思想和实践，对当今学校的性教育仍有一定的启迪意义。学校性教育不仅是应该进行的，而且是必须进行的；学校性教育应当“适时”开展；区分“为嗣”之“合”与“非嗣”之“色”，具有实践意义；在学校性教育中，既不宜提倡纵欲和性解放．也不宜提倡禁欲和性压抑。 相似文献
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通过对培智学校教师经过＂智力落后学生青春期性教育培训＂前后的调查研究发现：（1）培智学校教师对智力落后学生青春期性教育的培训需求强烈.（2）参与培训的培智学校教师性教育的总体知识水平及实施性教育的能力有所提高.（3）本次培训对受训者进行性教育态度的增进及行为意向具有正向效果.（4）性教育的相关知识、态度、行为意向及性教育能力均具有一致的相关性. 相似文献
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在学校教育中发现,随着学生性生理的发育,尤其是部分五年级女孩出现初潮,她们逐渐具有了一定的性意识。无论是社会大环境还是校内小环境,对学生进行系统的青春期性教育已势在必行。文章采用自然实验法对小学五年级学生开展青春期性教育的研究。研究探索了性教育对学生性态度和性知识的影响以及契合学生需求的性教育内容和方式,实验结果表明青春期性教育能够提高学生对青春期性生理知识的认识程度,显著提高学生对生理概念认识的自我评价。 相似文献
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浅析学校性教育的误区 总被引：5，自引：0，他引：5
万正维 《成都教育学院学报》2004,18(10):33-35
性教育在我国的提出已有多年,但实施成效并不令人满意.造成我国性教育落后的原因就学校教育而言是因为学校性教育走入了几个误区,主要包括思想观念不解放、不能正确认识性和性教育的重要性、对性教育的理解狭隘、缺乏方法研究等.要搞好性教育必须以解放思想为核心,并从多方面努力. 相似文献
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<正>近年来,随着校园性侵事件频频曝光,中小学实施性教育已刻不容缓。但我国学校性教育却陷入困境:缺乏专业师资、没有固定课时、缺乏权威教材、有效监督不足。同时,相关部门对"性教育"也讳莫如深,态度模糊。要突破当前学校性教育的困境,亟需政府部门对性教育进行顶层设计:应当承认强制开设性教育的必要性,并制定相应的政策和制度予以保障;应有计划地培训德育、心理、生物等学科教师作为兼职性教育教师,大力支持高校培养性教育专业人才,鼓励中小学校积极探索实施性教育的有效途径。 相似文献
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邓金春 《宁波大学学报(教育科学版)》2023,(1):77-085
民国时期性教育的实施是家庭、学校、社会共同努力的结果,但因当时的父母囿于旧道德观念的束缚,缺乏性教育所需知识,而社会又处于百废待兴的状态,性教育的重担自然落到了学校的肩膀上。整体而言,民国时期的学校“性教育”存在以下特征：在教育目的上,经历了从“教性”到“教养”的转变;在教育主体上,主张以“教师为主,医师为辅,父母配合”;在教育内容上,主张建立渗透式的泛课程体系,将性教育渗透进具体的课程中进行教授;在教育方式上,按照“分阶段、分性别、个别与团体相结合”的方式实行。分析民国时期学校“性教育”的特征,对现今我国学校“性教育”的发展具有启示意义。 相似文献
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日本在亚洲国家中比较早地受到西方的深刻影响,二战之后,美国更是全面介入日本的经济、政治、文化各个领域.性自由作为美国文化现象较早冲击日本,对此,教育界很快作出回应,认为性自由具有一定的社会基础,是社会民主化的产物,但是它对于青少年学生的影响需要关注,性教育的课题自然而然地被提到议程上来.日本教育界在学校性教育的目标,学校性教育存在的问题,性教育的承担者、指导形式、难点以及如何推进性教育等方面提出了许多建议. 相似文献
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如今,性教育越来越多被公众所提及,并成为学生心理健康教育的一个重要方面.在我国,封建传统观念的长期束缚,造成了性教育的障碍,大多数人对性问题处于无知状态,把性视为禁区,甚至把性与丑恶、下流相联系.学校的性教育相对滞后,虽然也有些这方面的探索,并取得了一定的成绩, 但仍有很多不足,如理论研究薄弱,实践操作不规范,至今还没有形成一套规范的教育读本等,与发达国家相比,存在着较大的差距. 相似文献
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Singer A 《Educational leadership : journal of the Department of Supervision and Curriculum Development, N.E.A》1994,52(2):78-79
The controversy surrounding sex education and condom availability programs in schools in New York City and throughout the US continues because parents worry that such programs encourage teenagers to engage in sexual behavior. But the reality is that more and more teenagers are engaging in sexual behavior anyway. The Carnegie Council on Adolescent Development found the 17% of girls and 29% of boys engaged in sexual intercourse by the time they were 16 years old. Many parents are ready to blame sex education and condom availability programs for these figures; these parents issue calls for "chastity education." Opponents of sex education also believe that these programs violate the rights of parents to education their children about moral behavior and religious values. But the truth is that these programs do not preclude the right of a parents to teach a child anything. They simply prevent the use of the public schools to impose religious beliefs on students. Those who argue that the mandate of schools is only to teach academic subjects forget that public high schools are the best place for sex education and condom availability programs because the schools are full of teenagers and of adults who are trained and willing to counsel them. Few educators would argue that schools should not teach values, and sex education and condom availability programs provide an excellent way to help teenagers understand not only human sexuality, reproduction, and the spread of disease but also social relationships, the development of cultural norms, and the role of responsible citizens. At the same time that we encourage sexual abstinence among young people, we must also teach about sexual responsibility. Sexual responsibility today means using a condom to prevent pregnancy and disease. If teenagers are embarrassed in their efforts to acquire condoms, pregnancy and diseases will be the result, not abstinence. 相似文献
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Contemporary sexual health curricula in Canada include information about sexual diversity and queer identities, but what remains missing is any explicit discussion of anti-racist sex education. Although there exists federal and provincial support for multiculturalism and anti-racism in schools, contemporary Canadian sex education omits crucial anti-racist work, and foundational anti-racist education frameworks are silent about the sex education curriculum. To show how race is discussed in sex education, a content analysis based on a keyword search of Ontario public secondary school health provincial curricula and federal sex education policy was conducted. English language curricula created within the same nine-year range (1999–2008) were selected from Ontario and Canada to maximise the congruency of politics and country of origin. Content analysis findings point to major deficiencies and provide the basis for future anti-racist sex education policy recommendations. As anti-racism critically examines the institution of education, and sexual health curricula are an increasingly politicised example of potentially transformative education, anti-racism must be incorporated into future sex education work. 相似文献
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Fraser SE 《Journal of sex education and therapy》1978,4(1):40-42
The application on a massive scale of various population, family planning, sex education measures in China is a societal feature that is quickly evident to the country's visitors. For anyone concerned with population limitation on a national scale, the Chinese experiments and progress are of particular interest. In China there is a clearly discernible 3 step program: the minimization of sexual interest or enforced "national abstinence standard" in the teen years; a period of intense propaganda to postpone marriage until the mid 20s and avoid sexual intercourse outside marriage; and a concerted educational campaign aimed predominantly at married females for the 20 year span covering the fertile ages of approximately 25-45 to limit families. The Chinese approach to family planning and sexual education is direct and ubiquitous. One of the more paradoxical aspects of China's campaign to enforce their severe and particular natalist policy is the relatively high level of preventive sex knowledge among young married couples and the virtual absence of any major form of sex education for teenagers in the schools. In the past few years there has been a modest yet detectable change in this approach. Some middle school students are now being introduced, albeit on a sexually segregated basis, to somewhat wider aspects of population knowledge and human population studies. For the most part these units fall into the traditional teaching areas utilized in many western nations, i.e., physiology, biology, and physical education courses. The development and expansion of such courses may foreshadow the gradual introduction nationally of new material into the middle schools, but the predominant aim of sex education will remain the limitation and control of population. Some of the answers to sex education questions posed by this author in various schools and to a range of senior education officials are reported. The answers represent a recent sample, extracted from a number gathered during various visits to China in the past 3 years. The topic of sex education is viewed within special parameters. The target for sex education, particularly as it relates to birth control, will remain for the foreseeable future the young adult of marriageable age. 相似文献
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Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes. 相似文献
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Objective To assess the sexual health knowledge of teachers who contribute to secondary school sexual health education in order to determine whether teachers are adequately prepared to implement present government education and public health policies. Design Results were obtained from a questionnaire as part of a two‐phase intervention study. Setting Nineteen mixed‐sex, state secondary schools in central England. Participants One hundred and fifty‐five teachers (94 female, 61 male) participated. Main outcome measures The questionnaires were distributed to teachers to assess their knowledge of sexual health, contraception and sexually transmitted infections. In addition, teachers' attitudes on the subject of sex and relationships education were evaluated. Results The results suggest that teachers have insufficient sexual health knowledge to effectively teach sexually transmitted infections or emergency contraception, although their general sexual health knowledge was good. Therefore, at present teachers do not have adequate specialist knowledge in sexual health to contribute to current recommendations for sex and relationships education in secondary schools. There were no statistically significant differences in the results regarding location of school, area of residence, gender or age of the participant. Conclusions Many teachers are being expected to contribute to secondary school sexual health education programmes at a time when they do not have sufficient knowledge to provide young people with adequate sexual health education and when they do not feel prepared to teach, and in many cases would prefer not to teach, these programmes. 相似文献
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KERRY VINCENT 《Pastoral Care in Education》2007,25(3):16-23
This paper explores the role of sex and relationship education (SRE) in reducing teenage pregnancy rates. It critically examines some of the assumptions underlying the emphasis placed on SRE within the teenage pregnancy strategy ( SEU, 1999 ) – in particular, the view that ignorance of sexual matters plays a key part in teenage conception. An analysis of these assumptions is used to explore the reasons why the research evidence on the efficacy of sex education in changing adolescent sexual behaviour is mixed. Attention is drawn to the wider contexts within which adolescent sexual behaviour occurs – and the wider contexts within which schools are operating to provide SRE. Also highlighted are suggestions from the literature about what young people want from sex education and the possible implications for reducing teenage pregnancy. The paper concludes that although important, SRE, on its own, is unlikely to be the panacea sought by politicians to reduce the incidence of teenage pregnancy in the United Kingdom. 相似文献
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People of Latin American descent make up the largest and fastest-growing minority group in the USA. Rates of pregnancy, childbirth, and sexually transmitted infections among people of Latin American descent are higher than among other ethnic groups. This paper builds on research that suggests that among families of Latin American descent, mothers have a particularly strong influence on the sexual attitudes and behaviours of their children, yet that parents of Latin American descent communicate less with their children about sex than parents of other ethnic groups. It examines the messages about sex women received as children in their countries of origin, and how these messages and their views of the USA influence the sexual education women provide for their children. On the basis of data from focus groups, we suggest that, in spite of the persistence of sexual silence, some women's self-reflective analyses of their own sexual education as well as their views of the USA as a sexually more open society contribute to their views of silence as dangerous and trigger more open communication with sons and daughters. Mothers hope to break the cycle of unwanted pregnancy by speaking with daughters about the consequences of menstruation and with sons about contraception. 相似文献
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Iaín Carson 《Sex education》2013,13(2):231-233
Rates of sexually transmitted infections and teenage pregnancy amongst the under-16s are causing increasing concern. There is limited evidence about the sexual behaviour and sex education preferences of this age group, especially of those from Black and minority ethnic groups. This study aimed to provide data on early heterosexual risk behaviour, and to examine preferences for the content and delivery of sex and relationships education (SRE), across ethnicity, gender and school year to inform priority setting and sex education strategies. A cross-sectional study of 3334 13–17-year-olds from 10 English urban and suburban secondary schools was conducted. Multivariate analysis was performed to examine the independent effect of demographic variables on sexual experience and preferences for sex education. A number of important differences in the sexual experience and condom use of males and females across the ethnic groups were identified. Differences in preferences for the content and delivery of sex education were also identified, particularly between male and female pupils. The findings indicate the potential for quite wide variation in sexual experience and preferences within school classrooms. The challenge for educators is therefore to develop SRE curricula that are inclusive within the constraints of school teaching. 相似文献
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Boris Yu. Shapiro 《Sex education》2013,13(1):87-96
The last decade has been characterised in Russia by a sharp increase in the number of cases of sexually transmitted diseases (STDs), especially in teenagers, as well as by a high level of unwanted pregnancies, sexual violence and other phenomena relevant to the issues of reproductive and sexual health and behaviour. Though the overwhelming majority of Russian teenagers, their parents and teachers favour the introduction of sex education in schools, there is no national programme of school-based sex education in Russia at the moment. Currently, some conservative forces and the Russian Orthodox Church are actively opposing school sex education and family planning. Opponents of sex education have mounted an aggressive campaign against the implementation of sex education in schools. The attempt of the Russian Ministry of Education, in cooperation with the United Nations Population Fund (UNFPA) and UNESCO, to implement in-school sex education has practically failed. At present, direct instruction of schoolchildren in these matters is in fact forbidden. So in the near future, it is only really feasible to promote direct educational work with youngsters on a local basis and in cooperation with some foreign experts within the framework of separate, fairly small-scale projects. 相似文献
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This paper focuses on young men's views on the school sex education they have received, the influence of this sex education on their intended or actual behaviour, and the extent to which other sources of information complement or supplement school sex education. Thirty‐five in‐depth interviews and eight group discussions were conducted with male pupils from six schools in the east of Scotland. Most of those interviewed did cite school as a useful source in learning about sex. The most commonly named highlights were learning more about what girls think about sexual matters and learning how to use a condom. Nine described how something they had learned in school sex education had changed the way they had behaved in a sexual encounter. A further eight, who had not experienced sexual intercourse, talked about how they thought sex education would influence their behaviour in a positive way in the future. The most common criticism of sex education was that it was not explicit enough. Although friends and/or television were named by the majority of young men as useful, for most young men school sex education appeared to be the only substantive source of information they had received on sexual matters. 相似文献