Analysis and implications of the curriculum objectives in the U.S. National Health Education Standards (2024)
10.16835/j.cnki.1000-9817.2025302
- VernacularTitle:美国《国家健康教育标准(2024年)》课程目标解析及启示
- Author:
HAN Yuxin, GUO Zhaoxia
1
Author Information
1. School of Physical Education and Health Engineering ,Taiyuan University of Technology, Jinzhong 030600, Shanxi Province, China
- Publication Type:Journal Article
- Keywords:
United States;
Reference standards;
Public health;
Health education;
Student health services
- From:
Chinese Journal of School Health
2025;46(10):1372-1375
- CountryChina
- Language:Chinese
-
Abstract:
Abstract:The development of effective school health education in the key to enhancing students health literacy. In 2024, the United States issued the National Health Education Standards (NHES) (3rd Edition), which established a goal system centered on health literacy. Its features included a hierarchical, continuous and holistic design of the standards, an emphasis on skills based health education, a focus on overall health and well being, and promotion of a diversified evaluation system. Through a textual analysis of the U.S. NHES (2024), four insights have been gained: integrating health literacy into the core competencies of disciplines to develop localized health education standards; creating a health education knowledge graph based on backward design to improve content structure; deepening the "disciplinary penetration + thematic education +" model, emphasizing students deep participation and performance in implementation; and improving the health education evaluation system by using digital and intelligent technologies for precise intervention.These efforts aim to promote students holistic development and advance educational modernization.
