Volume 43 Issue 12
Dec.  2022
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LI Ming, LI Peixuan, GUO Lingfeng, LIU Wenli. Analysis of curriculum standards and textbooks of high school in China from the perspective of comprehensive sexuality education[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(12): 1775-1778. doi: 10.16835/j.cnki.1000-9817.2022.12.004
Citation: LI Ming, LI Peixuan, GUO Lingfeng, LIU Wenli. Analysis of curriculum standards and textbooks of high school in China from the perspective of comprehensive sexuality education[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(12): 1775-1778. doi: 10.16835/j.cnki.1000-9817.2022.12.004

Analysis of curriculum standards and textbooks of high school in China from the perspective of comprehensive sexuality education

doi: 10.16835/j.cnki.1000-9817.2022.12.004
  • Received Date: 2022-04-22
  • Rev Recd Date: 2022-06-16
  • Available Online: 2022-12-30
  • Publish Date: 2022-12-25
  •   Objective   To have the knowledge of comprehensive sexuality education (CSE) content in curriculum standards and textbooks of high school education, and to provide suggestions for containing CSE content in the curriculum construction, teaching materials compilation and teaching practice in China.  Methods   The research referred to Teaching Materials Analysis Model and Interpretative Structural Model for analyzing and evaluating the curriculum standards and textbooks of high school in China from the perspective of CSE.  Results   CSE content were related with the 20 curriculum standards distinctively and appeared in the teaching objectives, contents and compilation elements of textbooks. Problems were observed in scientific accurate, age-appropriate and comprehensive contents in sexuality education textbooks. The reliability and the effectiveness of high school teaching materials, the feasibility of curriculum design and the effectiveness of curriculum construction needed to be strengthened.  Conclusion   It is suggested that more attention should be paid to the curriculum research of CSE, and the curriculum design should be decided. The gender equality content of the textbooks needs to be evaluated and strengthened, and the positive aspects of CSE need to be supplemented for the CSE teaching practice with schools as the center.
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