A Study On The Unified Cultivation Of Healthy Life Literacy Of Middle School Students

The national policy of "speeding up the construction of healthy China and striving to ensure people’s health in all directions and in all cycles." The current lack of healthy life literacy for middle school students and the ineffective education for healthy life literacy constitute the foundation for the study of healthy life literacy education for middle school students.Therefore,based on the framework of healthy life literacy in "Chinese Students Developing Core Literacy," it is necessary to overcome the current fragmented state of health education in middle schools,and to put forward the theoretical construction and practical exploration of healthy life literacy education for middle school students from a unified standpoint.Accordingly,the study carried out the corresponding research in five areas:First,grasp the essence: using empirical research to grasp the current status of healthy life literacy of middle school students.The first is to design a framework for investigation and research.Using Lin Chongde’s latest research on the core elements of Chinese student development,According to the reality of middle school education,the three main points of "cherishing life,healthy personality and self-management" were refined into 10,11 and 9 three-level indicators,and a questionnaire on healthy life literacy for middle school students was designed.This is followed by field surveys.That is,10,186 middle school students from four middle schools in the Inner Mongolia Autonomous Region were targeted for practical investigation.Again,statistical analysis yields results.That is,the results show that the current healthy life literacy level of middle school students is in the upper middle state,and the healthy life literacy of middle school students is in the lower category in the healthy personality dimension.Finally,finding out the problem of healthy life literacy of middle school students.That is to say,through the interpretation of the statistical data,the problems of the current healthy life literacy of middle school students are found,such as:(1)a healthy outlook on life is not formed and life values are ambiguous;(2)psychological problems are prominent and cannot reasonably regulate bad emotions;(3)the self-management ability is weak and the overall healthy behavior formation rate is still low;(4)weak security awareness and insufficient self-protection;(5)the overall evaluation criteria for healthy life literacy are vague,the health awareness is weak and so on..Second,examine the key point: find out the cause of the problem from the study of healthy life literacy education in middle school.The first is thinking about logical relations,namely believing that school education is an important factor affecting the healthy life literacy of middle school students,it is necessary to examine the current state of healthy life literacy education in middle school to improve the healthy life literacy of middle school students by changing the healthy life literacy education of middle school students.Second is the validation of empirical research.The Survey on Healthy Life Literacy of Middle School Students,designed for middle school teachers,surveyed 1,312 teachers in 4 middle schools in Inner Mongolia Autonomous Region and conducted some interviews.The results of the survey and the content of the interview have been synthesized,and the problems in the current healthy life literacy of the middle school have been found,such as:(1)the school curriculum is scattered and missing;(2),the absence and void of the cultivation process;(3),educators lack literacy and inaction;(4),students and parents are absent,neglected,etc.;(5),the division and absence of health literacy evaluation.The existence of the above-mentioned problem of healthy life literacy in middle school explains to a certain extent the reason why the healthy life literacy of junior high school students is deficient,and also provides a way to solve the problem of low health life literacy in junior high school students.Thirdly,put forward the countermeasures: to design healthy life literacy education in middle school from the perspective of integration.Firstly,we examine the content of the current education about healthy life literacy with integrated thinking,and find that the current secondary education offers special courses such as health education,mental health education,class management education,safety education,and requires life education to penetrate.Although these educational activities play a certain role in cultivating the healthy life literacy of middle school students.But from the perspective of a complete healthy life literacy structure,There is no doubt that the existing courses and their teaching are fragmented and missing.The course content is divided and omitted,the teaching implementation is each array and inefficient repetition.The role of teaching evaluation is fictitious or vacant,and the competence of teachers is uneven.The quality of cultivation of healthy life literacy in middle school is seriously reduced.The second is the overall design of healthy life literacy education using the principle of unified research.That is,under the guiding ideology of healthy development in all-round development,collective promotion for all and healthy development-oriented cultivation,Adhere to the basic principles of "life-based goal design,learning-based activity design,face-to-face individual factors and materials teaching,practical process requirements,and supervise the results of evaluation and education," In particular,the composition and relationship of the cultivation of healthy life literacy in middle school are determined.Thus forming a unified mode of cultivation of healthy life literacy in middle school,That is,the cultivation mode of healthy life literacy in middle school.Fourth,validation strategy: validate the effectiveness of unified healthy life literacy education strategy in action.Firstly,experiments were conducted,targeting 160 teachers and 160 students in the Inner Mongolia Autonomous Region.Three experiments have been carried out: the teaching strategy of healthy life literacy for full-time teachers,the teaching penetration art of healthy life literacy for other teachers,and the training of independent management of healthy life literacy for middle school students.The second is the summarization experiment.The summarization of the experiment results shows that:(1)the teaching strategy of healthy life literacy for the full-time teachers is instructed,which greatly improves the teaching ability and effect of teachers;(2)the teaching of healthy life literacy for other teachers penetrates special tutoring,which greatly improves the teacher’s interest and effect in cultivating healthy life literacy;(3)the independent management training of healthy life literacy for middle school students greatly enhances the theoretical cognition and experience attitude of healthy life literacy for middle school students.Fifth,perfecting the design: to further explore the conditions guarantee of healthy life literacy education in middle school.Based on the above work,it is concluded that the ideal quality of healthy life in middle school is integrated and cultivated.It is not only necessary to construct the theoretical paradigm of healthy life literacy cultivation,there is also a need to build the support of healthy life literacy,specifically,"Two Places" for "Leadership Awareness in Place and Curriculum in Place," "Two Foundations" for Completing Course Integration and Designing Implementation Paths.The "Two Supports" of "Teacher Competence and Parents Support." "Two Keys" to "Include Academic Evaluation and Further Study Reference." The cultivation of healthy life literacy in middle school can be stable and far-reaching.Only in this way can the cultivation of healthy life literacy be stable and far-reaching.