Health Education: A Maryland Curricular Framework.

Institution	Maryland State Dept. of Education, Baltimore.
Titel	Health Education: A Maryland Curricular Framework.
Quelle	(1992), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Curriculum Development; Educational Objectives; Educational Philosophy; Elementary Secondary Education; Health Education; Health Promotion; Lesson Plans; State Curriculum Guides; Student Evaluation; Teaching Methods; Units of Study; Maryland + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lesson planning; Unterrichtsplanung; Rahmenlehrplan; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit
Abstract	The curricular framework outlined in this document provides direction for administrators and teachers in planning, developing, and implementing K-12 comprehensive health education programs for Maryland schools. The materials presented are designed to aid local school systems in planning local curricula, developing a local philosophy, defining a local scope and sequence, evaluating the extent to which goals and subgoals are contained in current curricular offerings, and identifying needed curricular content and instructional strategies. The guide contains five sections: (1) "Philosophy" which defines the nature of health education and describes its relationship to society, the learner, and the school curriculum; (2) "Health Education Goals and Subgoals"--broad statements of desired outcome which are derived from the philosophy and which bring direction and clarity to the program; (3) "Expectancies" further delineating the goals and strategies; (4) "Illustrative Objectives" (sample objectives which show how goals and subgoals may be treated at different instructional levels); and (5) "Curriculum Assessment and Development" which describes how to develop and use goals, subgoals, and objectives in the preparation of health education scopes, sequences, and instructional units. Guidelines are provided for curriculum specialists and teachers to assess existing curricula and develop new curricula. Examples of specific behavioral objectives and topics for different grade levels are given. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC