【摘要】 运用文献资料、历史分析、政策分析与逻辑归纳等方法，系统梳理70余年来我国学校卫生与健康教育的演进历程及阶段特征，揭示其发展成就与现实瓶颈，并提出了推进策略。研究发现，我国学校卫生与健康教育的演进历程可划分为初始建设(1949—1978年)、恢复重建(1979—1989年)、快速发展(1990—2000年)、全面提升(2001—2021年)与创新发展(2022年至今)五个阶段。在此期间，我国学校卫生与健康教育构建了较为完备的政策体系、形成了多元协同的推进机制，并取得了显著的健康提升成效。然而，依然面临四大现实瓶颈：教育资源的区域与城乡失衡；督导评价的考核机制不健全；课程实施中的健康教育边缘化；体育教师的健康教育素养不足。为破解上述难题，提出未来我国学校卫生与健康教育的推进策略：优化健康教育资源的配置与均衡；健全健康教育的督导评价与问责机制；强化健康教育课时保障与明晰内容边界；完善体育教师健康教育素养的培育体系。更多还原

【Abstract】 Adopting literature study, historical analysis, policy analysis and logical induction, this study systematically sorts out the evolution process and stage characteristics of school hygiene and health education in China over the past seven decades, reveals its development achievements and practical predicaments, and puts forward targeted promotion strategies. The study finds that the evolution of school hygiene and health education in China can be divided into five stages: initial construction(1949-1978), restoration and reconstruction(1979-1989), rapid development(1990-2000), comprehensive improvement(2001-2021) and innovative development(2022-present). During this period, China has constructed a relatively complete policy system, formed a multi-stakeholder coordinated promotion mechanism, and achieved remarkable results in improving students’ health. However, there are still four major practical problems: the imbalance of educational resources between different regions and between urban and rural areas; the imperfect assessment mechanism for supervision and evaluation; the marginalization of health education in curriculum implementation; and the insufficient health education literacy of physical education teachers. To address the above problems, this study proposes the following strategies: optimizing the allocation and balancing of health education resources, improving the supervision, evaluation and accountability mechanism of health education, strengthening the guarantee of health education class hours and clarifying the content boundaries, and perfecting the training system for the health education literacy of physical education teachers.更多还原