发达国家和发展中发展对比英文

1、A Comparison of Health Problems of Developing Countries and Developed Countries Development status of medical healthcare industry of developed countries: Americas medical care industry is highly concentrated. America is the largest medical investor, the growth of medical costs has exceeded the growt

2、h of GDP over the year and covers more than 20% of GDP now. In recent years, a great many large medical cluster have emerged in America such as Texas Medical Center and University of Pittsburgh Medical Center, all are equipped with more than 10 general hospitals and education and research centers. H

3、uge medical market and relatively perfect hospitals constitute many large hospital enterprise groups, such as Hospital Corporation of America, which is the world largest private health service operator. HCA has about 200 hospitals and healthcare institutions in 12 states of America and Europe and mo

4、re than 168,000 employees. With a wide coverage of free medical services, public hospitals cover 87.6% and private hospitals 4.6% in Canada, the rest are hospitals of the federal government. Tax revenues paid by citizens are allocated to hospitals, hospitals apply for an annual budget as per communi

5、ty situations, purchase equipment and hygienic materials, and distribute paychecks to employees excluding doctors. Doctors pay is covered by the government as per the patient bills. In addition to expenses for outpatient service and medicine, hospitalization expenses, meal fee and medical fee are fr

6、ee of charge. Wide coverage, convenience and operability of free medical service make Canadian medical care systems most popular in western countries. Swisss medical healthcare industry combines multiple ownerships and multi-level medical organizations. In recent years, Swiss medial healthcare servi

7、ce industry has boomed, surpassed the scale of traditional horologe manufacturing industry and contributed to about 30% of GDP. Medical healthcare industry has become a strong power spurring Swisss economic growth which mainly features multiple ownership medical institutions and multi-level medical

8、organizations. Swisss medical institutions mainly contain hospitals and private clinics. The government adopts government regulations separate from management for public hospitals and appropriates hospital funds through the hospital union. Healthcare supporting service establishes a pattern of diver

9、sified investment. About 25% of the aged choose demonstrative institutions for old-age care with sponsorship of the government and profit-seeking or non-profit institutions for old-age care with the investments of enterprises, social organizations and individuals such as old peoples home, nursing ho

10、me and hospice care institution. The former aims to solve supporting issues of childless old people under the charge of the government. With developed endowment industry, Japan is the country with the highest aging rate and the fastest aging speed. Three supporting patterns such as family supporting

11、, hosing supporting and institution supporting are established in the long-term practice of coping with aging, where, institution supporting can be divided into special nursing home, nursing home and low-cost nursing home according to different types of the aged and demands. Japans endowment industr

12、y, called elderly's welfare industry, aging industry or silver industry etc, is a general term of folk profit-making activities aimed at satisfying high-level life and culture needs and providing the aged with commodities and services, it mainly consists of real estate, finance, housekeeping ser

13、vice, articles for use, instrument, culture and life services and other industries. With huge investments in the development of health industry, the Japanese government pays close attention to health industry, meanwhile, commercial enterprises are prevented to seek excessive profits and thus lower t

14、he service quality. Koreas health industry expands rapidly. In recent years, the Korean government has regarded health industry as a new growth power of the information technology era, established the target to enable Korea to be the world No.7 healthcare power in 2020, accelerated to build top medi

15、cal industrial districts, constructed core facilities such as new medicine development and supporting center, top medical facility development center and new medicine clinical experiment production center, and strived to enable Korea to be a genuine “international medical service hub” before 2020. I

16、n order to study differences between developing countries and developed countries, we carry out analysis and comparison in the perspective of health education. Comparison of health education of China and developed countries: 1 Physical health education mode 1.1 Teaching mode Courses such as physical

17、 education, health and life safety are opened in China and developed countries with the view to teach students to learn or make progress in enhancement of physical fitness, improvement of physical quality, acquisition of health knowledge and skills, establishment of healthy life idea and formation o

18、f healthy lifestyle. The fierce debate on name of physical education (and health) and “separate set mode” or “integrated set mode” of physical education curriculum and health curriculum arising from the Chinese 8th course reform is because knowledge of physical education is closely related to that o

19、f health, however, education institutions dont set up health curriculum independently but adopt the integrated set mode of physical education (and health) so as to implement physical health education, which covers not only physical education (and health) but also ideology and morality, social scienc

20、e, science and biology. The jurisdiction right of American education belongs to states with uniform set modes of physical education and health, where, 10 states such as New Jersey and New York set up the integrated curriculum of physical education and health education, while other 32 states such as

21、Utah, Hawaii and Lodhran set up two courses separately. Western countries such as Germany and English adopt the separate set mode. Besides, health education is also set in Germany, and Personal, Social and Health Education (PSHE) is separately set n England. Both Australia and Japan use the integrat

22、ed set mode. Australia sets up health and physical education, while Japan healthcare sports. In conclusion, the physical health education mode adopted in China and developed countries is actual the product of the combined action of educational administration systems, sports culture education traditi

23、ons and physical health education ideas. 1.2 Comparison The comparison of the physical health education mode of China and developed countries showed, the main similarity of the set mode of China, Australia and Japan, the separate set mode and integrated set mode of America as well as the separate se

24、t mode of Germany and British focuses on the consistency of physical education (and health) through separate set mode or integrated set mode stressed on students synthetically and intensifying the proportion of “physical education” based on course through separate set mode or integrated set mode. Th

25、e difference focuses on the integrated set mode of China, Australia and Japan, the separate set mode and integrated set mode of America, and the separate set mode of Germany and British. Both similarities and differences are originated from different production modes and life styles as well as diffe

26、rent cultural education tranditions of China and developed countries. 2. The management of physical health education2.1 Management systemJust like many developed countries ( not including Germany and USA that implement the decentralized management in their states), China has built the three-level cu

27、rriculum management system including the national curriculum standard, local curriculum standard and school teaching program. However, the subjects involved in the three-level curriculum system have been given different levels of authority. For example, PE Teaching Syllabus, PE and Health

28、Teaching Syllabus and PE and Health Curriculum Standard adopted by many Chinese schools have gone through the delegation of authority, which is featured by the centralization, partially restrictive, standard provision and the instruction for three curriculums. The local government has owned the high

29、est authority for the physical education and health courses. It also encourages the local schools to design the distinctive courses tailored to their actual condition. （Suzan F Ayers，ay D Martinez，2007）The Department of Education and Skills in the UK has laid out the standard for national curriculum

30、s related to the health education and physical education. In cooperation with the National Ministry of Health, National Education Standard and Promotion Committee as well as the Qualification and Curriculum Quality Supervision Bureau, it has also engaged in the supervision, instruction and evaluatio

31、n of the relevant curriculums. The health curriculum adopted by those high schools in the UK is short for Personal, Social and Health Education (PSHE). It became a course required by the national law in 2002. At present, even more than 50 percent of those high schools and elementary schools in the U

32、K have set up the position of the coordinator for health education. Those states and local authorities in Australia are jointly responsible for designing and managing the national curriculum standard for health education. For instance, the curriculum for health and physical education in New South Wa

33、les is short for Personal Development, Health and Physical Education (PDHPE). It is also the only place naming its curriculum for health and physical education in this way on a global scale. The Ministry of Education, Culture, Sports, Science and Technology in Japan is in charge of designing the Lea

34、rning Instruction whose newest standard was completed during the third round of curriculum reform in 2008. The course for physical fitness and education executed in the high school and elementary school is a typical example. Despite the great authority held by the Ministry of Education, Culture, Spo

35、rts, Science and Technology, the government has already empowered those schools to design their curriculums to a large extent. The authority for the education law, financial grant and administrative management in USA and Germany mainly reside in the states. For example, the Ministry of Education in

36、USA is merely responsible for the policy research and educational consultation. In general, it will address the issue of health education and quality education in the whole country in accordance with educational bill. As to Germany, the authority for education will rest with the federal government a

37、nd the state-level departments of culture and education. The joint conference attended by those directors from the departments of culture and education will be held to deal with the relevant affairs in those states. Although the authority for the physical health education in USA and Germany merely r

38、esides in the educational authorities and schools of all levels, there has been also a well-developed social network devoted to the education of physical health. The social network in USA has involved the department of health and public services, physical quality and sports committee, health allianc

39、e, sports alliance, entertainment appliance, dancing alliance and national sports association. Moreover, the social network in Germany has involved the state-level ministry of education, national health education, national medical insurance company and sports department. Whether it is for the three-

40、level curriculum management system adopted by China, UK, Australia and Japan or the state-level education management system in USA and Germany, all of the six countries have resorted to the constitution, basic laws and education law to ensure that all students studying in various educational agencie

41、s should be entitled to the right for the physical health education 2.2 ComparisonAccording to the comparison between the management mode of physical health education between China and developed countries, the similarity in the physical health education in the six countries should be attributed to t

42、he provision of educational law aimed at safeguarding those students right for physical health education. They have also tailored the education management mode to their own actual conditions. The dissimilarity lies in the difference in the political system and cultural system between China and those

43、 developed countries. （邱晨辉，陈竹2013）3. The content of physical health education3.1 Main contentOn one hand, the physical health education and PE curriculum in China and those developed countries have aimed to improve the physical function and quality, acquire the health-related knowledge as well as fo

44、rm the healthy lifestyle and concept. On the other hand, due to the difference in the education, culture, economy, course setting and health management system, the content of physical heath education in those countries have been different from each other. In 2011, the new edition of PE and Heath Cur

45、riculum Standard was revised and released in China based on the experimental draft of PE and Health Curriculum Standard in 2001. Besides the emphasis on the physical fitness and humanistic concern, it has also proposed the concept of showing concern for life. On the basis of encouraging the healthy

46、lifestyle, it has integrated various knowledge regarding health care, safety education and survival skills, which marks the progress of the PE and health education in China. The health and PE education in USA, Germany and UK has set a high value on the whole-person education. It can not only well eq

47、uip the young citizens to prepare for the challenge in the adult life but also contribute to the economic growth, political progress, cultural prosperity and social stability. The American government has set up the Physical and Sports Presidential Committee merely out of the political needs. Germany

48、 has emphasized the campus environment and collective education. The UK has pursued the whole-person education in aid of the social development of those students. The health and PE curriculum in Australia has covered the social, psychological, physical and spiritual health based on the generally hea

49、lth-related concepts. It has also adhered to the principle of the development of those students being supreme. What is more, the 8 modules, including the active lifestyle, dancing, game and sports, growth and development, gymnastics, interpersonal relationship, individual healthy choice and safe lif

50、e, are included in the curriculum for health and PE curriculum. Since the Second World War, Japan has made three dramatic reforms in the health and PE curriculum. （赵丹妮，2007）In consideration of the problems such as the weakening physical quality and sports ability of those Japanese students, the Lear

51、ning Instruction Outline for Health and PE Curriculum was revised for the seventh time in 2008. The courses for the health and PE teaching are prolonged. With the necessity of survival skills emphasized, marital arts (such as judo) and dancing (such as national dancing) have been included in the req

52、uired courses in honor of the traditional culture .3.2 ComparisonAccording to the comparison of the content of PE education between China and developed countries (China, USA, Germany and UK for whole-person education, Australian concept centered on the development of those students and Japans respec

53、t for the traditional culture), the similarity lies in the acquisition of the health-related knowledge and skills as well as the healthy lifestyle. All of them have adhered to the principle of pursuing the physical and mental health of those students based on the health care, safety education and su

54、rvival skills. The dissimilarity lies in whether the content of PE education leans toward the healthy knowledge and skills or the healthy lifestyle. At a deeper level, it should be attributed to the difference in the philosophy, ideology and educational theory between China and developed countries.

55、（赵丹妮，2007）4.Physical health testing in school 4.1 testing standardDeveloped country and China test students health status regularly according to Students Physical Health Testing Standard published by themselves. Their goal is to provide scientific basis for the national education, health, medical tr

56、eatment, environment and the draft and revision of developing plans, education laws and education policy. Since 1985, China has implemented students health testing and creating a report by the national Ministry of Education, the General Administration of sport and Ministry of Health in the whole cou

57、ntry. National Students Physical Health Testing Standard promulgated and implemented in 2007, clearly stipulated education competent department in each province, municipality must report the students health testing data in dominated all kinds of schools to national Ministry of Education. National St

58、udents Physical Health Testing Standard revised in 2013 divided the testing standard into four kinds: shape, function, quality, and health. Since 1958, led by Presidential Commission physical fitness and exercise, the USA has implemented general survey of physical health status of adolescents every

59、ten year. The specific testing standard is divided into four kinds: cardio-pulmonary function, muscular power and endurance, body flexibility and body composition. With the development of economy, the level of American students health is declining, for example, in 2007, there are 14 percent adolescents overweight among the 12-19 years old, increased by nearly two times compared to 1987. Germany, Britain and other EU countries concluded and signed the agreement about applying the unified testing standard in 1978, and p