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首页> 外文期刊>Drug and alcohol review >Challenges in adopting evidence-based school drug education programmes.
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Challenges in adopting evidence-based school drug education programmes.

机译：采用循证学校毒品教育计划的挑战。

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ISSUES: The paper discusses the school-based challenges that may moderate the implementation of evidence-based drug education in schools. APPROACH: Knowledge about what constitutes an effective evidence-based drug education programme is discussed in relation to the challenge of delivery in the school setting. Research demonstrates that drug education should be engaging, incorporate interactive learning strategies, stimulate higher-order thinking, promote learning and be transferable to real life circumstances. This may difficult to accomplish in practice, as a range of contextual challenges and ideological assumptions may moderate the teacher's capacity to deliver a programme of this nature. KEY FINDINGS: Collaborative learning strategies are not the norm in schools and therefore teachers may find interactive drug education programmes difficult to adopt. Conflicting ideological assumptions about effective epistemological approaches to drug education may also direct the way in which teachers modify programmes in the local context. IMPLICATIONS: Teachers need professional training and support if they are to adopt successfully evidence-based school drug education programmes. This support may be enhanced if it includes whole school approaches to effective pedagogy and the development of pro-social classroom environments. CONCLUSION: Drug education research should take account of the complexities of implementation in the school setting and investigate further the professional and organisational support that teachers require in order to maintain high-quality provision in the school context.
机译：问题：本文讨论了学校化的挑战，这些挑战可能会减缓学校中循证毒品教育的实施。方法：关于在学校环境中提供药物的挑战，讨论了有关什么构成有效的循证药物教育计划的知识。研究表明，毒品教育应具有吸引力，应采用互动式学习策略，激发高阶思维，促进学习，并可以转移到现实生活中。这可能很难在实践中完成，因为一系列的情境挑战和意识形态假设可能会减轻教师交付此类课程的能力。主要发现：协作学习策略不是学校的常态，因此教师可能会发现很难采用互动式毒品教育计划。关于有效的认识论方法进行毒品教育的意识形态假设上的矛盾，也可能指导教师在当地情境下修改课程的方式。含义：如果教师要成功采用循证学校毒品教育计划，则需要专业的培训和支持。如果该支持包括整个学校的有效教学方法和亲社会课堂环境的发展，则可能会增加这种支持。结论：毒品教育研究应考虑到学校环境中实施的复杂性，并进一步调查教师为在学校环境中保持高质量教学所需要的专业和组织支持。

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