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澳洲教育学作业代写:最佳性教育方法

在这类研究中要分析的最重要的人群是目标受众本身:青少年。他们吸收国家传授的信息,因此应用这些信息并提供必要的数据,从而得出关于最佳性教育方法的结论。在艾米丽·加德纳的研究“唯禁欲性教育:大学生评估和响应,”加德纳采访了15个本科生,他们都收到了禁欲性教育从小学教育,从埃默里大学和乔治亚州立大学关于禁欲性教育的经验和态度差异的话题如禁欲,贞洁,和婚姻,他们相信会好的建议改善的状态性教育在美国。禁欲,大多数学生接受禁欲作为一个有效的避孕方法,但是他们也有相互矛盾的意见如何有效教学弃权是应用程序的现实世界中,不同从禁欲教育被足够的不一定是“不现实的”和“…一个实际的想法。“当评估禁欲性教育的积极和消极方面,十二15人中绝大多数评论禁欲教育的消极方面,注意使用“恐吓战术”,如图像和视频的分娩和各种性病的,和任何的含义在教育与性本身是负面的。相比之下,那些对自己性教育的积极方面发表评论的人,大多对教育的其他方面发表评论,而不是禁欲,比如关于性传播疾病的教育,以及如何鼓励他们更多地关注自己的教育和生活目标。当被问及他们理想的性教育时,他们谈到了一些选择,比如以一种假设年轻人会有性行为的方式来教授性教育,这样就可以探索更安全的性行为,而不是将性行为的任何方面视为负面的和天生有害的。他们还希望完整而准确的信息不同的性话题,对于性教育教导,可以应用更多的现实,而不是以一种只能应用在一个理想的情况是禁欲,假设每一个人都是结婚,愿意等待。

澳洲教育学作业代写:最佳性教育方法

The most important population to be analyzed in this kind of study is the target audience themselves: adolescents. They are the ones absorbing the information that is being taught by the state, and therefore applying the information and providing the data needed to come to conclusions about the best method of sex education. In Emily Gardner’s study “Abstinence-Only Sex Education: College Students Evaluation and Responses,” Gardner interviewed fifteen undergraduate students, who all received abstinence-only sex education from their primary education, from Emory University and Georgia State University about their experiences of abstinence-only sex education and their attitudes towards difference topics such as abstinence, virginity, and marriage, and what they believe would be good suggestions for improving the state of sex education in the United States. In terms of abstinence, most students accepted abstinence as a valid method of birth control, but they also had conflicting views on how efficient teaching abstention is in terms of application to the real world, varying from abstinence-only education being sufficient to it being “unrealistic” and “…not necessarily a practical idea.” When evaluating the positive and negative aspects of abstinence-only sex education, twelve out of fifteen respondents overwhelmingly commented on the negative aspects of abstinence-only education, noting the use of “scare tactics” such as graphic images and videos of childbirth and various STI’s, and the implication during their education that anything having to do with sex is inherently negative. In contrast, those who commented on the positive aspects of their sex education mostly commented on other aspects of the education other than abstention, such as education about sexually transmitted diseases and how they were encouraged to focus more on their education and life goals. When asked about their ideal sex education, options such as teaching sex education in such a way that assumes young people will be sexually active so that options of safer sex are explored rather than dismissing any aspect of sexuality as negative and inherently harmful were addressed. They also wanted full and accurate information about different sex topics, and for sex education to be taught that can be applied more realistically rather than in a way that can only be applied in an ideal situation as abstinence-only does, assuming that every single person is going to be married and are willing to wait.

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