中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (9): 774-777.DOI: 10.3760/cma.j.cn115259-20220216-00170

• 课程改革与建设 • 上一篇    下一篇

“环境与健康”公共卫生通识选修课程教学效果评价

阮烨, 田恬, 罗斌, 马莉, 董继元, 牛静萍   

  1. 兰州大学公共卫生学院劳动卫生与环境卫生学研究所,兰州 730000
  • 收稿日期:2022-02-16 出版日期:2022-09-01 发布日期:2022-08-29
  • 通讯作者: 阮烨, Email: ruany@lzu.edu.cn

Evaluation on the educational effect of the public health generaleducation course “environment and health”

Ruan Ye, Tian Tian, Luo Bin, Ma Li, Dong Jiyuan, Niu Jingping   

  1. Institute of Labor Health and Environmental Hygiene, School of Public Health, Lanzhou University, Lanzhou 730000, China
  • Received:2022-02-16 Online:2022-09-01 Published:2022-08-29
  • Contact: Ruan Ye, Email: ruany@lzu.edu.cn

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摘要： 目的 分析 “环境与健康”通识课程对学生生态环境与健康素养水平的提升效果,为今后开展环境与健康教育、提升大学生生态环境与健康素养水平提供参考。方法 以国家环境保护部发布的《公民环境与健康素养测评技术指南(试行)》中“公民环境与健康素养测评核心试题”为基础制作调查问卷,在“环境与健康”课程前后对2018-2020学年选修该课程的992名本科生进行生态环境与健康素养水平调查,比较学生环境与健康整体素养和分类素养的具备率。采用t检验和χ2检验对数据进行统计学分析。结果 学生生态环境与健康素养总体具备率和基本理念、基本知识、基本技能分类素养具备率由课程前的12.5%(124/992)、39.5%(392/992)、1.6%(16/992)、52.4%(520/992)提升至课程结束后的23.8%(236/992)、46.8%(464/992)、2.8%(28/992)、56.9%(564/992),其差异均具有统计学意义(均P<0.05)。结论 “环境与健康”通识课程有利于提升学生生态环境与健康素养水平。今后可以从课程设置、教学方式、教学内容和教学效果评价体系等方面对课程进行优化。

关键词: 通识课程, 环境与健康, 生态环境与健康素养, 效果评价

Abstract: Objective To analyze the effect of “environment and health” general education course on improving students' ecological environment and health literacy and to provide empirical support for the future development of environmental and health education for university students. Methods A questionnaire was made based on the “core test questions for citizens' environmental and health literacy assessment” in the “technical guide for citizens' environmental and health literacy assessment (Trial)” issued by the Ministry of Environmental Protection of the People's Republic of China. Before and after the “environment and health” course, 992 undergraduates who took the course in 2018-2020 were surveyed on the level of ecological environment and health literacy, and the overall and classified literacy of students' environment and health were compared. T test and χ 2 statistical analysis were performed on the data. Results The overall rate of students' ecological environment and health literacy and the rate of students' basic concepts, basic knowledge and basic skills classification literacy increased from 12.5% (124 / 992), 39.5% (392 / 992), 1.6% (16 / 992) and 52.4% (520 / 992) before the course to 23.8% (236 / 992), 46.8% (464 / 992), 2.8% (28 / 992) and 56.9% (564 / 992) after the course, all P<0.05. Conclusions The general education course of “environment and health” is helpful to improve students' ecological environment and health literacy. In the future, we can optimize the curriculum from the aspects of curriculum design, teaching methods, teaching contents and teaching evaluation.

Key words: General education curriculum, Environment and health, Ecological environmental and health literacy, Evaluation

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