CAJ | 학술논문

为了建立一个体育课与健康理论相融合的新型“体育-健康课程模式”，并对其实验效果进行研究，根据学生对《大学生健康常识知晓顺序问卷》结果，在大学一、二年级体育课内设计相关健康知识内容，每次课15min，实施1年，共36次课。实验前、后分别发放《大学生健康生活形态调查表》，考察大学生对健康常识的掌握及与生活形态的联系情况。结果设计出符合大一、大二年级学生特点，与体育课相融合的“体育．健康课程模式”。实验后，一年级和二年级之间无显著差异，但和实验前相比各自均有非常显著差异（P〈0．01）；实验后一、二年级和三年级均有显著差异（P〈0．05）；三年级和实验前比无显著差异。结果说明，接受过“体育．健康课程模式”指导的学生明显比实验前及没有参加实验的学生拥有更健康的生活形态，能更好地根据所学的“体育-健康”知识优化实际生活。高校体育课与健康教育融合模式具有较强的可行性。
위료건립일개체육과여건강이론상융합적신형“체육-건강과정모식”，병대기실험효과진행연구，근거학생대《대학생건강상식지효순서문권》결과，재대학일、이년급체육과내설계상관건강지식내용，매차과15min，실시1년，공36차과。실험전、후분별발방《대학생건강생활형태조사표》，고찰대학생대건강상식적장악급여생활형태적련계정황。결과설계출부합대일、대이년급학생특점，여체육과상융합적“체육．건강과정모식”。실험후，일년급화이년급지간무현저차이，단화실험전상비각자균유비상현저차이（P〈0．01）；실험후일、이년급화삼년급균유현저차이（P〈0．05）；삼년급화실험전비무현저차이。결과설명，접수과“체육．건강과정모식”지도적학생명현비실험전급몰유삼가실험적학생옹유경건강적생활형태，능경호지근거소학적“체육-건강”지식우화실제생활。고교체육과여건강교육융합모식구유교강적가행성。
In order to establish a new ＂physical education-health curriculum mode＂ blending in physical education classes and health theories, and to study its experimental effect, the authors designed related health knowledge contents within freshman and sophomore physical education classes according to the results of the College Student＇s Health Knowledge Acquaintance Sequence Questionnaire answered by students, and implemented such contents in 36 classes within 1 year, 15 rain for each class. Before and after the experiment, the authors issued the College Student Health Life Form Questionnaire respectively to check out college student＇s mastering of health knowledge and its relation with their life forms. Result： a ＂physical education-health curriculum mode＂ blending in physical education classes and in conformity with the characteristics of freshmen and sophomores has been designed. After the experiment, there is no significant difference between freshmen and sophomores, but there is a very significant difference as compared with the results before the experiment （P〈0.01）; after the experiment, there is a significant difference in freshmen, sophomores and juniors （P〈0.05）; there is no significant difference in juniors as compared with the result before the experiment. Conclusion： students guided by the ＂physical education-health curriculum mode＂ had a healthier life form than themselves before the experiment and students who did not participate in the experiment, could better optimize their life in the reality according to ＂physical education-health＂ knowledge learnt. This college physical education and health education blended mode is provided with strong feasibility.