| （1.Department of Physical Education，Hebei University of Engineering，Handan 056038，China；2.Handan Professional Technology Institute，Handan 056001，China） Abstract: 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 con-tents 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 min for each class. Before and after the experiment, the authors issued the College Stu-dent 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 educa-tion 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 dif-ference 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.
Key words: school physical education；physical education–health curriculum；physical education course |
