Simovska V
Research Programme for Environmental.ealth Education, The Danish University of Education, Tuborgvej 164 DK-2400 Copenhagen NV, Denmark.
Health Educ Res. 2007 Dec;22(6):864-78. doi: 10.1093/her/cym023. Epub 2007 Jun 25.
This paper addresses the issue of student participation and learning about health from the perspective of health-promoting schools. The combination of the democratic approach to health-promoting schools, characterized by the concepts of student participation and action competence, and the sociocultural theory of learning provides the conceptual framework for the discussion. The two sets of concepts help the building of a heuristic that views teaching and learning as mutually constitutive, establishing an integrated unit of analysis. Data are generated from a Web-based international project 'Young Minds exploring links between youth, culture and health'. The project has its roots in the European Network of Health Promoting Schools (ENHPS). The methodological framework is constructed as theoretically based qualitative case study, using Web contents analysis and interviews with the participating teachers and students. A model distinguishing between two different qualities of student participation-token and genuine-is used as an analytical tool in analyzing the empirical data. The analysis of the case study illuminated the trajectories of participation in which students learned about health in intentional, relational and purposeful ways. These participation trajectories were viewed as situated in activity structures consisting of a variety of mutual interactions and different forms of participation.
本文从健康促进学校的角度探讨了学生参与和健康学习的问题。以学生参与和行动能力概念为特征的健康促进学校的民主方法与社会文化学习理论相结合，为讨论提供了概念框架。这两组概念有助于构建一种启发式方法，将教学和学习视为相互构成的，建立一个综合的分析单元。数据来自一个基于网络的国际项目“探索青年、文化与健康之间联系的年轻心灵”。该项目起源于欧洲健康促进学校网络（ENHPS）。方法论框架构建为基于理论的定性案例研究，采用网络内容分析以及对参与教师和学生的访谈。一个区分学生参与的两种不同性质——形式上的和真正的——的模型被用作分析实证数据的分析工具。案例研究分析揭示了学生以有意、关联和有目的的方式学习健康的参与轨迹。这些参与轨迹被视为存在于由各种相互作用和不同参与形式组成的活动结构中。
