在K-12学校评估营养教育:全面审查 2024年
Nathalie Lissain1,2, Daneah Willis1,2, Kisean Hutson1,2
1Department of Population Health, NYU Grossman School of Medicine, New York, New York, USA.
The Journal of school health
|January 22, 2026
概括
美国学校营养教育课程侧重于营养素和食物组等基本概念,通常使用讲座而不是实践活动. 这表明需要更有吸引力,标准化的K-12营养计划.
科学领域:
- 公共卫生 公共卫生
- 营养科学 营养科学
- 教育研究教育研究
背景情况:
- 学校环境对儿童的健康和福祉有很大的影响.
- 营养教育对于促进健康和预防疾病至关重要.
- 美国公立学校目前K-12营养课程的全面性并未得到充分理解.
研究的目的:
- 探索美国公立学校K-12营养教育课程的内容和交付方法.
- 确定所涵盖的常见营养概念和课程交付中使用的方法.
主要方法:
- 对来自38个州的2023-2024学年110个营养课程的内容分析.
- 课程的系统编码使用定义的代码书来评估营养概念和交付方式.
- 数据收集涉及在线搜索和与学区和学校的直接联系.
主要成果:
- 常见的主题包括宏观营养素,微量营养素,食物组和良好的营养的好处.
- 较少的课程解决了营养不良或行为方面的后果,如部分控制.
- 教学教学方法占主导地位 (87.2%),几乎没有实践活动 (19.5%).
- 更广泛的主题,如食物选择对环境的影响,不经常被解决 (17.2%).
结论:
- 美国营养教育课程强调基础营养知识.
- 目前的课程主要采用教学方法,互动的实践学习体验很少.
- 显然需要为K-12学生开发更具吸引力和标准化的营养教育计划.
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