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Article(id=1325531938605515338, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325531848021140417, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025317, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1748448000000, receivedDateStr=2025-05-29, revisedDate=1756051200000, revisedDateStr=2025-08-25, acceptedDate=null, acceptedDateStr=null, onlineDate=1793961041356, onlineDateStr=2026-11-06, pubDate=1764000000000, pubDateStr=2025-11-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793961041356, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793961041356, creator=13701087609, updateTime=1793961041356, updator=13701087609, issue=Issue{id=1325531848021140417, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='11', pageStart='1521', pageEnd='1672', issueExtLink='null', onlineDate='null', pubDate='1764000000000', pubDateStr='2025-11-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793961019759, creator='13701087609', updateTime=1793961019759, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=1526, endPage=1529, ext={EN=ArticleExt(id=1325531944406237771, articleId=1325531938605515338, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Experience and insights from sexuality education curriculum in Ireland, columnId=1325500680437375125, journalTitle=Chinese Journal of School Health, columnName=Expert Viewpoint, runingTitle=null, highlight=null, articleAbstract=

To promote the development of sexuality education for Chinese adolescents, the study analyses Ireland's relationships and sexuality education (RSE) curriculum and concludes that it centers on student development in terms of curriculum philosophy and objectives, emphasizing its educational value. At the content level, it employs a staged teaching approach to achieve comprehensive coverage based on students' physical and mental development characteristics. In terms of implementation, it adopts a spiral organization to ensure the scientific integrity of the curriculum. In addition, it utilizes diverse evaluation methods to strengthen the systematic nature of the curriculum. Based on these insights, China could collaborate with multiple stakeholders to advance the development of RSE, establish a scientific and systematic framework for RSE, and constructing a comprehensive implementation and teacher support system, thereby promoting the refinement and innovation of RSE programs.

, authors=Yanfang WANG1, Jiajun JIANG1, Mengwei LI2, Zhihua YIN*, 1, authorsList=Yanfang WANG, Jiajun JIANG, Mengwei LI, Zhihua YIN, authorCompany=null, correspAuthors=Zhihua YIN, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325531962085229132, articleId=1325531938605515338, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=爱尔兰性教育课程建设经验及启示, columnId=1325500682912014487, journalTitle=中国学校卫生, columnName=专题笔谈, runingTitle=null, highlight=null, articleAbstract=

为促进中国青少年性教育的开展，研究对爱尔兰的性教育课程(RSE)进行分析，认为RSE在课程理念与目标层面以学生发展为中心，突出课程的育人性；在课程内容层面采用阶段化教学，依据学生身心发展特点实现全方面覆盖；在课程实施层面采用螺旋式组织，保障课程体系的科学性；在课程评价层面运用多样化方法，强化课程体系的系统性。基于此，中国可以借鉴其经验进行多元主体协同推进RSE建设、构建科学系统的RSE体系、建立健全RSE实施与师资保障制度，以促进RSE的完善与创新。

, authors=王延芳1, 降佳俊1, 李梦苇2, 尹志华*, 1, authorsList=王延芳, 降佳俊, 李梦苇, 尹志华, authorCompany=null, correspAuthors=尹志华, authorNote=

王延芳(2001-)，女，安徽淮南人，在读硕士，主要研究方向为健康教育理论与实践

, correspAuthorsNote=
尹志华，E-mail:
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王延芳(2001-)，女，安徽淮南人，在读硕士，主要研究方向为健康教育理论与实践

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journalId=1256213402557890569, articleId=1325531938605515338, language=CN, orderNo=2, keyword=性教育), Keyword(id=1325531990233203310, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325531938605515338, language=CN, orderNo=3, keyword=课程), Keyword(id=1325531991076258415, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325531938605515338, language=CN, orderNo=4, keyword=健康促进), Keyword(id=1325531991868981872, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325531938605515338, language=CN, orderNo=5, keyword=学生)], refs=[Reference(id=1325532000253395572, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325531938605515338, doi=null, pmid=null, pmcid=null, year=null, volume=null, issue=null, pageStart=null, pageEnd=null, url=null, language=null, rfNumber=1, rfOrder=0, authorNames=null, journalName=null, refType=null, unstructuredReference=MAYOCK P, KITCHING K, MORGAN M. 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Curriculum implementation of RSE in Ireland

, figureFileSmall=null, figureFileBig=null, tableContent=
实施形式适用学段核心素养实施过程
故事幼儿至六年级共情能力选择或改编与课程主题相关的故事，引导学生讨论其中的情节和所传达的信息
艺术活动幼儿至六年级自我认知开展多样化的艺术创作活动，使学生绘制自己的身体轮廓并标注身体部位名称和功能
教育戏剧全年段问题解决通过扮演不同角色，体验他人的情感和处境，深入理解人际关系中的问题和解决方法
游戏幼儿至六年级维持友谊制订游戏的规则，引导学生参与其中，通过动作肢体传递，帮助学生与他人进行互动
案例分析小学后批判性思维引导学生基于不同的视角去看待问题，批判性看待人际关系中的不同，尊重理解他人的行为
), ArticleFig(id=1325531995576746610, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325531938605515338, language=CN, label=表1, caption=

爱尔兰性教育教程的实施

, figureFileSmall=null, figureFileBig=null, tableContent=
实施形式适用学段核心素养实施过程
故事幼儿至六年级共情能力选择或改编与课程主题相关的故事，引导学生讨论其中的情节和所传达的信息
艺术活动幼儿至六年级自我认知开展多样化的艺术创作活动，使学生绘制自己的身体轮廓并标注身体部位名称和功能
教育戏剧全年段问题解决通过扮演不同角色，体验他人的情感和处境，深入理解人际关系中的问题和解决方法
游戏幼儿至六年级维持友谊制订游戏的规则，引导学生参与其中，通过动作肢体传递，帮助学生与他人进行互动
案例分析小学后批判性思维引导学生基于不同的视角去看待问题，批判性看待人际关系中的不同，尊重理解他人的行为
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王延芳 1 , 降佳俊 1 , 李梦苇 2 , 尹志华 *, 1
中国学校卫生 | 专题笔谈 2025,46(11): 1526-1529
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中国学校卫生 |专题笔谈 2025 , 46 (11) : 1526 -1529
爱尔兰性教育课程建设经验及启示
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王延芳1, 降佳俊1, 李梦苇2, 尹志华*, 1
作者信息
  • 1华东师范大学体育与健康学院，上海 200241
  • 2上海师范大学体育学院
通讯作者:
尹志华，E-mail:
作者简介:

王延芳(2001-)，女，安徽淮南人，在读硕士，主要研究方向为健康教育理论与实践

Experience and insights from sexuality education curriculum in Ireland
Yanfang WANG1, Jiajun JIANG1, Mengwei LI2, Zhihua YIN*, 1
Affiliations
  • 1College of Physical Education and Health, East Normal University, Shanghai 200241, China
出版时间: 2025-11-25 doi: 10.16835/j.cnki.1000-9817.2025317
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摘要
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为促进中国青少年性教育的开展，研究对爱尔兰的性教育课程(RSE)进行分析，认为RSE在课程理念与目标层面以学生发展为中心，突出课程的育人性；在课程内容层面采用阶段化教学，依据学生身心发展特点实现全方面覆盖；在课程实施层面采用螺旋式组织，保障课程体系的科学性；在课程评价层面运用多样化方法，强化课程体系的系统性。基于此，中国可以借鉴其经验进行多元主体协同推进RSE建设、构建科学系统的RSE体系、建立健全RSE实施与师资保障制度，以促进RSE的完善与创新。

爱尔兰  /  性教育  /  课程  /  健康促进  /  学生

To promote the development of sexuality education for Chinese adolescents, the study analyses Ireland's relationships and sexuality education (RSE) curriculum and concludes that it centers on student development in terms of curriculum philosophy and objectives, emphasizing its educational value. At the content level, it employs a staged teaching approach to achieve comprehensive coverage based on students' physical and mental development characteristics. In terms of implementation, it adopts a spiral organization to ensure the scientific integrity of the curriculum. In addition, it utilizes diverse evaluation methods to strengthen the systematic nature of the curriculum. Based on these insights, China could collaborate with multiple stakeholders to advance the development of RSE, establish a scientific and systematic framework for RSE, and constructing a comprehensive implementation and teacher support system, thereby promoting the refinement and innovation of RSE programs.

Ireland  /  Sex education  /  Curriculum  /  Health promotion  /  Students
王延芳, 降佳俊, 李梦苇, 尹志华. 爱尔兰性教育课程建设经验及启示. 中国学校卫生, 2025 , 46 (11) : 1526 -1529 . DOI: 10.16835/j.cnki.1000-9817.2025317
Yanfang WANG, Jiajun JIANG, Mengwei LI, Zhihua YIN. Experience and insights from sexuality education curriculum in Ireland[J]. Chinese Journal of School Health, 2025 , 46 (11) : 1526 -1529 . DOI: 10.16835/j.cnki.1000-9817.2025317
正文
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近年来，随着社会对性别平等意识和青少年性健康的日益重视，性教育逐渐成为教育体系中的重要组成部分。在国际实践中，爱尔兰性教育课程(relationships and sexuality education，RSE)具有一定代表性。自20世纪80年代起，RSE便形成了较为完整的课程框架，涵盖课程理念、目标、内容、实施与评价等方面，贯穿学生整个成长阶段，强调尊重与责任、健康行为、性别平等和人际关系的培养[1]。经过长期实践与修订，RSE在促进学生性观念的形成与发展方面发挥了显著作用。基于此，本研究旨在梳理和分析爱尔兰RSE的发展历程与内容特征，以期为我国RSE的完善与创新提供有益借鉴。
1　爱尔兰RSE发展历程
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爱尔兰在性教育领域的发展较为典型，其RSE被视为欧洲较为成熟的学校性教育模式之一[2]。该课程的发展历程与国家社会文化背景、公共卫生事件及教育政策变革密切相关，反映了性教育在公共政策体系中由边缘议题逐渐走向制度化、规范化的过程。
在20世纪80年代后期，随着艾滋病危机逐渐显现，爱尔兰开始关注学校性教育问题，并颁布了针对艾滋病的教育指南，为后续RSE奠定了政策与实践基础[3]。进入90年代，一系列青少年早孕事件引发社会的广泛关注，进一步推动了RSE的产生[4]。1994年，爱尔兰教育部长成立人际关系与性教育专家咨询小组，标志着RSE建设进入实质性阶段。1995年，该小组讨论了爱尔兰引入RSE出现的问题并提出相应解决方案，初步构建了课程框架；同年，教育部也发布RSE通告，要求学校与各方合作制定性教育政策[5]，从国家层面确立了课程实施的政策保障。1997年，RSE正式在学校全面实施，政府同步提供了《共同前进——RSE家长指南》[6]，以指导家校共同协作。1999年，爱尔兰将RSE纳入社会、个人与健康(social，personal and health education，SPHE)课程体系中，并于2003年规定初中阶段的RSE为必修课[7]。2010年，教育部发布新的RSE通告，进一步强化课程的监督与评价[5]。2018年，教育与技能部要求国家课程与评估委员会(National Council for Curriculum and Assessment，NCCA)对RSE进行重大审查[5]。2023年，NCCA提出对RSE进行根本性变革，修订高中阶段的性教育资源，并将初中阶段的RSE列为SPHE的4个主要领域之一[5]。总体来看，爱尔兰RSE在多轮政策推动与社会舆论关注下不断优化完善，逐步构建起体系完整、运行稳定的课程模式。
2　爱尔兰RSE具体内容
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2.1　课程理念
爱尔兰RSE的课程理念深受《国际性教育技术指导纲要(修订版)》中全面性教育(comprehensive sexuality education，CSE)框架的影响，围绕着八大核心概念(关系、价值观、理解性别、暴力与安全、健康技能、身体与发育、性欲性行为、性与生殖健康)将其分为3个方面[4]：(1)强调尊重与责任，培养学生尊重个人差异、性别平等、身体自主权等观念。(2)注重学生全面发展，课程不仅教授性教育的相关基础知识，还涵盖人际关系建立、身体自我保护及问题解决能力等方面。(3)以培养正确价值观为导向，通过系统化教育模式，引导学生处理性关系时依据正确的价值标准做出合理判断和选择。
2.2　课程目标
RSE的课程目标主要包括4个方面。首先，在培养学生对性关系的正确理解方面，RSE旨在帮助学生认识性关系的基本要素，提升其与他人相处过程中相互尊重、信任与有效沟通的能力。其次，在尊重个人差异与性别平等方面，增强学生对性别平等、性别多样性和文化差异的理解，引导其尊重他人选择、树立接纳与包容的价值观。再次，在树立良好的性健康与安全意识方面，通过生理知识讲解和实践活动，使学生熟练掌握相关技能，提升其主动采取安全措施的意识。最后，在发展批判性思维方面，引导学生在面对性与情感问题时，能够批判性地思考、做出成熟和负责任的决策[8]。此外，Kiely等[9]研究发现，RSE的课程目标不仅仅帮助学生保持良好的性健康，还服务于更广泛的公共健康和社会福祉目标，比如将性同意、胁迫和人际权力关系等内容纳入教学，让学生了解健康和尊重的人际关系，学会识别虐待和暴力关系的迹象，从而减少性暴力的发生等。
2.3　课程内容
RSE在不同的学段中课程划分单元名称也不相同[8]，但主要是从4个方面开展教学。第一，生理认知基础模块。课程通过讲解胚胎从形成到发育全过程，使学生对新生命诞生有基础的认知，引导学生理解性的组成，包含性取向、性别认同以及与性有关的态度和价值观；此外，还帮助学生掌握青春期变化的规律，了解生殖器官结构功能差异与身体解剖术语名称等，形成系统的自我认知意识[10]。第二，情感与关系建构模块。侧重培养学生对不同性别认同与性取向的理解，引导学生思考自己和他人的态度、信仰和价值观对不同人际关系发展的影响，提升建立健康的人际与网络关系所需的意识和技能。通过教育戏剧与情境扮演，强化学生建立关系边界处理意识，增强其面对家庭、友谊不同关系中处理问题的能力。第三，安全与权益维护模块。通过身体自主权教育强化学生隐私保护意识，在性同意与性犯罪法律的基础上，引导学生尊重自己和他人的底线，明确任何形式下不受欢迎、带有性倾向的口头、非口头的身体行为均对他人造成伤害。此外，通过网络安全教育，提升学生过滤色情内容网站与避免不利信息的能力[11]。第四，健康行为管理模块。系统讲解基本的生殖器官护理方法、经期卫生管理方式以及性疾病内容，指导学生掌握性传播疾病的感染阻断、防护策略以及如何获取性健康和生殖健康信息和服务的途径；同时，深入讲解避孕知识，使学生了解不同避孕方式的类型、误区与障碍，引导学生建立科学避孕的健康意识。
2.4　课程实施
RSE的课程实施主要采用多样化的教学策略与多元协作机制相结合的模式。一方面，在教学方法上，教师根据学生的年龄特点选择适宜的教学形式，主要包含故事、课堂讨论、小组工作、游戏、艺术活动、多媒体使用、案例分析与教育戏剧等。见表1[8]。
这些方法有助于学生更好地理解教学内容，激发学生参与课堂的积极性与主动性。另一方面，课程采取“家校社”合作机制。学校通过家长会等信息传播和沟通渠道与家长保持沟通，并邀请家长代表将意见反馈给家委会，确保教学内容与家庭教育理念一致[6]。此外，学校还联合地方政府、医疗机构及社会服务组织等社会群体开展合作，获得相关的资源和支持。根据部分研究评估显示，多数学校已建立核心教学团队以保障RSE的教学质量，并且41%的学校还会邀请外部专业辅导人员参与教学，以增强课程实施的专业性[12]。
2.5　课程评价
RSE的课程评价是以学生为中心，采用多元化评价手段，从评价主体与评价形式两个层面来构建评价体系[13]。一方面，评价主体分为学生主体评价与教师引导评价。首先，学生主体评价包含自我评价、作品集评价及行动项目评价等。在评价过程中，学生通过自主性评价、成长记录与小组合作等形式评估自身对性教育内容的理解程度。其次，以教师引导为主的评价涵盖概念性与提问性评价，教师通过设计概念图或提出开放式问题，引导学生主动思考性教育知识，评估其知识掌握程度[13]。另一方面，在评价形式上，RSE更侧重过程性评价，强调学习过程中的反思与积累。作品集评价作为过程性评价的主要评价方式贯穿全学段，要求学生选择3件不同类型的作品，采用多种形式整理和梳理学习内容[14]。
3　爱尔兰RSE的实施效果
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经过20多年的持续实施，爱尔兰的RSE在课程实施、学生知识掌握、健康行为及性意识等方面都有明显的提高。(1)课程实施方面。爱尔兰所有小学和中学都强制推行RSE，确保全覆盖教学。Dunne等[15]研究显示，爱尔兰53%的男性和60%的女性接受过性教育，且大多数受访者表示学校是主要性教育来源。(2)知识掌握方面。青少年对预防性传播感染和避孕套使用的知晓率较高，其中男、女生知晓率均达到80%以上[16]。(3)性行为方面。青少年初次性行为时避孕套使用率近90%，其中男性总体避孕套使用率为63%、女性为72%[16]。根据爱尔兰卫生服务执行署和性健康与危机妊娠项目在2022年发布的报告显示，2000—2020年青少年早孕率下降73%，2020年有生育的青少年93%年龄在17~19岁，表明13~16岁年龄段的早孕比例大幅度减少[17]。(4)性意识方面。调查数据表明，大部分青少年会达到性同意年龄后再发生性行为，其中有73%的青年人认为18岁或以上发生性行为是正确的，并且意识到17岁之前发生性行为是不恰当的[17]。由此可见，爱尔兰通过系统的RSE，有效提高了青少年性健康水平，并促进青少年形成良好的性意识和积极行为。
4　爱尔兰RSE的本土启示
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4.1　多元主体协同推进RSE建设
我国RSE的科学建设需要多元主体的共同参与与合力支持，政府、社会、学校与家庭应形成协同机制，在不同层面各展所长、相互补充，保障RSE的建设效果。第一，政府层面。应设立由教育、卫生、心理等领域专家组成的专项工作组，系统开展性教育现状调研，全面掌握RSE的基本情况、实施质量及主要障碍。在此基础上，参考《利用本土化技术指南加强儿童青少年性教育》文件中提供的学习目标与内容框架，制定具有可操作性的国家RSE标准和实施细则[18]。第二，社会层面。鼓励科研机构、公益组织和企业积极响应国家政策，与学校、社区合作开展多渠道、多形式的性教育推广与资源支持。例如，通过主流媒体、短视频平台和公共论坛普及科学性教育理念；学校组织性教育公开课、家长培训班等活动，提高公众的认知接受度，减少对性教育的回避和误解。第三，学校层面。学校是开展性教育的核心场所，应当将性教育纳入学校课程体系，并与生命教育、心理健康教育等形成衔接，营造出开放、包容的学习环境，帮助学生在积极的氛围中学习性教育知识；同时，需要配备经过专业培训的教师，开发适龄化教材与多媒体资源，并提供课后延伸阅读与咨询渠道，形成课堂内外相结合的支持体系。第四，家庭层面。引导家长成为性教育的首要责任人，定期开展家长性教育指导培训，帮助其掌握与孩子进行科学沟通的方法；鼓励家长在日常生活中主动回应孩子的性相关疑问，正确传递身体认知与自我保护观念，形成家校社协同育人的完整链条。
4.2　构建科学系统的RSE体系
RSE需坚持系统性与科学性，从课程目标、内容、实施与评价4个环节统筹设计，形成结构完整、衔接紧密的课程体系。第一，课程目标层面。我国可围绕增强性健康素养与综合能力，设定可衡量、可落实的课程目标。具体包括帮助学生正确理解性与性关系，尊重个人差异与性别平等、树立性健康与安全意识，并发展批判性思维与理性决策能力。建议教育主管部门制定目标框架，并在不同学段细化能力与素养指标，具体到省级、学校层面进一步根据地区实际情况进行细化[19]。第二，课程内容层面。未来应从单纯的生理知识传授，扩展到心理、情感、伦理等多层面的知识。例如，在青春期教育中加入情感与心理发展内容，让学生学会识别和应对青春期的情感波动，理解亲密关系中的尊重与沟通技巧；在安全教育中结合性别暴力防范等议题，增强内容的时代适应性。第三，课程实施层面。需要家校社协同推进课程实施，学校应积极与社会、家庭建立紧密的联系，帮助学生更好地学习RSE，并要求教师根据学生身心发展阶段设计教学，通过多种形式的教学方式，帮助学生建立更全面的知识体系。第四，课程评价层面，应逐步建立以学生为主体、教师引导、多元参与的综合评价体系。具体来看，过程性评价应贯穿课程全程，动态跟踪学生的性教育知识掌握与态度变化；成果性评价应鼓励学生自主总结学习收获，并在实践中展示能力。同时，建议设立独立的课程监测与评估机构，制定全国统一的性教育评价标准，定期开展课程质量评估与改进反馈，确保RSE体系运行的科学性与持续性。
4.3　建立健全RSE推进与师资保障制度
性教育能够有效实施离不开制度保障与专业师资支持。因此，在RSE推进过程中，我国应同步完善RSE推进与师资保障制度。(1)强化RSE地位。国家课程方案中应明确性教育的独立地位，以及各学段的教学目标与课时要求；同时建立课程落实的监督与评估机制，确保学校将性教育纳入必修教学安排。(2)完善性教育教材与资源建设。可组织专家团队编写分学段、分年龄的系统教材，并配套多媒体课件、互动案例库与学生自主学习资源，形成课堂内外结合的立体化教学支持体系。(3)构建专业化师资培养体系。建立统一规范的性教育教师资格认证制度，将性教育培训纳入教师资格准入体系。在职前教师培养阶段，要求师范类高校增设RSE模块，以培养具有丰富专业知识的性教育教师；同时，建立针对在职教师的分层培训，重点提升教师在敏感议题处理、情感引导及多元文化背景下的课堂管理能力[20]。(4)建立激励与保障机制。学校应明确性教育专兼职教师人选，定期组织培训与教学研讨；并建立激励机制，如将开发优质性教育教学案例、开展创新教学实践纳入教师职称评审加分项和绩效工资考核，增强教师参与的积极性与持续性，从而推动性教育教师队伍的专业发展与稳定建设。
基金
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  • 国家社会科学基金后期资助重点项目(23FTYA004)；教育部课程教材研究所重点项目(JCSZDXM2022002)
文献
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参考文献 引证文献
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1
MAYOCK P, KITCHING K, MORGAN M. Relationships and sexuality education (RSE) in the context of social, personal and health education (SPHE): an assessment of the challenges to full implementation of the programme in post-primary schools[R]. Dublin: Crisis Pregnancy Agency, 2007.
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HACKETT A. A comparison of sex education in Ireland and Poland[EB/OL]. (2023-03-03)[2025-11-05]. https://esthinktank.com/2023/03/03/a-comparison-of-sex-education-in-ireland-and-poland/?utm_source.
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2025年第46卷第11期
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doi: 10.16835/j.cnki.1000-9817.2025317
  • 接收时间：2025-05-29
  • 首发时间：2026-11-06
  • 出版时间：2025-11-25
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  • 收稿日期：2025-05-29
  • 修回日期：2025-08-25
基金
国家社会科学基金后期资助重点项目(23FTYA004)；教育部课程教材研究所重点项目(JCSZDXM2022002)
作者信息
    1华东师范大学体育与健康学院，上海 200241
    2上海师范大学体育学院

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红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
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