浅谈性心理教育

社会与时代迫切呼唤开展全社会性心理教育。开展性心理教育需要家庭、学校、社会三方教育相结合，尤其需要充分的社会关注和足够的社会力量；需要性道德教育和性法制教育密切结合；需要传统性与开放性相结合。     

Sources of sex education as a function of sex,coital activity,and type of information

Previous studies of the sources of sex education are reviewed and critically analyzed. Most previous studies have examined the limited issue of which source of sex education is most important, examined the sources of only a few sexual topics, or used inadequate methodology. In the present study, more adequate data regarding the relative contributions of parents, schools, reading, and peers to information about each of 35 different sexual topics were obtained from a sample of 232 male and female, coitally experienced or inexperienced, midwestern college students. Individual reading and peers were the highest rated sources overall and on most of the subcategories of items. Schools were highly rated sources for topics related to the anatomy and physiology of sex and venereal disease. Coitally experienced (CE) individuals reported receiving more information overall than coitally inexperienced (CIE) individuals. However, contrary to previous speculations, CE and CIE individuals did not differ in the amount of information received from parents. Instead, CE individuals received more information through reading and from peers than did CIE individuals. Consistent with previous findings, amount of information received from parents correlated negatively with performance on a sexual knowledge test. Comparison of the present results with previous research suggested a developmental hypothesis, namely, that as individuals develop from early adolescence to young adulthood and become more sexually active, individual reading becomes a more important source of sexual information.     

文献信息教育与学生信息素质培养

传统的“文献检索课”与“信息素质教育课”相结合,使学生检索文献信息的技能更加完整了。但是,在追踪最新科研信息的同时,不应该忽略“过刊”中蕴涵的有用的信息。加强对大学生的文献信患教育,对其信息素质培养有着不可替代的作用。     

近代中国的性教育思潮

中国近代意义上的“性教育”思想是清末民初资产阶级知识分子在反思和质疑传统性道德过程中提出的。至20世纪20年代。性教育成为当时教育界舆论界的热门话题之一。当时先进分子围绕性教育的迫切性、目的、内容及其方式等方面进行了较为深入的探讨,形成了比较完整的性教育思想。近代中国性教育思想不仅有其形成的历史必然性,而且在近代教育思想史上具有不可抹杀的地位,对当前中国性教育实践的开展也不失其借鉴意义。     

Young sexual citizens: reimagining sex education as an essential form of civic engagement

Sexually transmitted infections (STIs) pose a significant threat to the health and well-being of populations worldwide, and to young people in particular. Des]pite empirical evidence that comprehensive sex education is an important tool for prevention, the legitimacy and content of sex education in schools continue to be challenged by conservative narratives within society. This paper argues that sex education should be re-imagined as a form of civic training for children and recognised as an important corollary to public health efforts aimed at reducing the rate of STIs. The author's claim builds on notions of sexual citizenship, which consider sexuality to be an essential aspect of citizenship and a form of civic engagement. Sexual citizenship can make three important contributions to the advancement of sex education. First, the model can lead to greater acceptance of the idea of sex education by challenging conservative notions about children and sexuality, which are at the root of the classic objections to sex education. Second, it can help shape the content of sex education by eliciting parallels between civic participation and sex education. Finally, by emphasising how sex education can address some of the social phenomena underlying the spread of STIs, the model can be used to facilitate the incorporation of sex education into public health agendas. Although the author uses sex education in Canada as the principal case study, the paradigm may be equally helpful in other countries.     

Meaningful evaluation of sex and relationship education

Effective sex and relationship education promotes agency and targets sexual practice as it is socially produced. The aim of evaluation therefore is to contribute to good sexual health through identifying when and how education is promoting agency and changes in sexual practice. Good evaluation takes account of the complexities of the specific object being addressed—sexual practice—which is fluid and essentially social. Innovative study design and the use of rigorous and transparent methods enable evaluators to track and understand the slow, unsteady and sometimes unpredictable mechanisms of change. The data gathered (both quantitative and qualitative) require interpretation, and interpretations inform the development of sex and relationship education programmes. Randomised controlled trials do not meet these criteria of meaningful evaluation, nor do evaluations of one‐off interventions. This paper considers the role of cross‐sectional and longitudinal surveys, in‐depth qualitative studies, and reviews in evaluating whether education works, how it works, how its messages are being actively taken up and transformed by the target population, and in informing the development of future education.     

Sense about sex: media,sex advice,education and learning

The media are widely acknowledged as important in sex and relationship education, but they are usually associated with ‘bad’ effects on young people in contrast to the ‘good’ knowledge represented by more informational and educational formats. In this paper we look at sex advice giving in newspapers, magazines and television in the UK, in sex advice books and in online spaces for sexual learning. We examine some of the limitations of the information provided, consider the challenges for sex advice in the contemporary context, and outline some of the opportunities for academics, researchers, therapists, sex educators and activists to contribute productively to sex advice giving and sexual learning more generally.     

论性教育的几个原则性问题

为了确保性教育的效果，在性教育过程中应遵循三个基本原则，即平常性原则、神圣性原则、全面性原则。对这三个原则只有综合地地应用，才能发挥最佳的效果。     

国外青春期性教育对我国高校教育的启示

青春期性健康教育是一项世界性的课题，介绍了对瑞典、美国、日本和香港特别行政区等几个具有代表性的国家和地区的青春期性教育的发展状况，它对我国在高校中进行青春期性倒康教育有一定的借鉴和指导作用．     

Doing Harm in the Name of Protection: Menstruation as a topic for sex education

Pubertal changes in girls and boys are treated differently in school materials in New Zealand. Girls are taught about menstruation in a scientific manner oriented towards reproduction, hygiene and personal stress. Boys receive more positive information about 'exciting' and 'powerful' bodily changes which they can enjoy. The picture of growing up which girls receive is relatively bleak, and is out of touch with the realities of their own lives and those of adult women around them. By attempting to protect girls and society at large from the problems associated with menstruation, schools risk damaging girls' self-image, their conceptions of their roles in society, and their development of positive attitudes towards their bodies and their sexuality.     

Philosophy as Literature

How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which introduces philosophy through the analysis of literature, in particular James Joyce's 'Araby', arguing that the traditional analytic approach employed by the text, by concentrating on epistemology, obscures other philosophical insights offered by Joyce. It then turns to French philosophy and literature and suggests that Sartre, Beauvoir and Camus by 'blurring' the analytic distinction between philosophy and literature have much to offer to the grasping and understanding of philosophical ideas and principles.     

Philosophy as Literature

How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which introduces philosophy through the analysis of literature, in particular James Joyce's ‘Araby’, arguing that the traditional analytic approach employed by the text, by concentrating on epistemology, obscures other philosophical insights offered by Joyce. It then turns to French philosophy and literature and suggests that Sartre, Beauvoir and Camus by ‘blurring’ the analytic distinction between philosophy and literature have much to offer to the grasping and understanding of philosophical ideas and principles.     

How sex education research methodologies frame GLBTIQ students

The ‘bullied’ gay, lesbian, bisexual, transgender, intersex and otherwise Queer (GLBTIQ) student is a fairly recent figure in the sexuality education research literature. GLBTIQ students have previously been problematised by sex education research in a range of different ways and have been the subjects of varying methodological interventions. This paper explores how the different ways in which GLBTIQ students have been constructed by research, have been to some extent interdependent on the research questions behind the inquiries and the methodologies and methods employed to explore them. To achieve this, the paper draws on a Foucaultian view of research as discursive and the GLBTIQ subject as an entry point for considering different research discourses. It reviews constructions of GLBTIQ students in past, recent and emerging research projects through post-structuralist reflection on the key research reports, studies and peer-reviewed journal articles that have shaped the field of contemporary research. Rather than asserting a dichotomy between sex education research that contributes to constructions of the ‘deviant homosexual student’ and studies that contribute to ‘bullying victim’ tropes, the paper considers both the usefulness and limitations of the many different types of inquiries being pursued and the diverse constructions of GLBTIQ students they offer. Future research approaches for particular contexts and audiences are identified.     

论教育的社会性别主流化

教育以人为终极目标，应考虑教育对象的性别因素，将社会性别纳入教育决策与管理中。现行教育忽视人的性别．但又存在性别歧视。教育的性别歧视与社会宏观环境、教育自身环境有关。只有消除性别歧视，才能实现教育的公平。教育中不公平现象对男女生影响不同，学校负有消除不良影响的职责。领导、管理人员以及教师是推动教育社会性别主流化的关键。