摘要
目的明确爱眼主题活动干预模式在学生视力改善中的作用,为学生视力干预工作提供系统的借鉴方法。方法分层随机整群抽取杭州市3所小学三年级965名学生,按照1∶1配对原则,分为干预组与对照组(干预组482名,对照组483名),干预组通过设计爱眼主题活动系列课程进行为期1学年的干预,对照组不干预。结果干预组与对照组视力知识素养提升均值分别7.08,2.18;视力信念素养提升均值分别为7.88,4.57,视力行为素养提升均值分别为17.41,2.21,视力总素养提升均值分别为10.80,2.99,以上差异均有统计学意义(t值分别为92.18,45.57,117.37,87.74,P值均<0.01);干预组与对照组父母对儿童视力保健态度提升均值分别为13.33,0.80,差异有统计学意义(t=128.76,P=0.00);干预组与对照组视力下降均值分别为0.07,0.71,差异有统计学意义(t=128.00,P=0.00)。结论主题活动干预模式可以提升学生视力素养,尤其是视力行为素养,还可以有效减缓学生视力状况恶化。
Objective To explore the effectiveness eye-caring theme based intervention model in the improvement of students’ vision, and to provide a systematic method for pupils’ visual intervention. Methods A total of 965 students in the same grade of the three schools were divided into intervention group( 482) and control group( 483) at a 1 ∶ 1 ratio match. The intervention group received a one-year intervention through the design of the series of eye-caring theme activities, and the control group did not receive any intervention. Results The mean values of visual-related knowledge literacy improvement in the intervention group and the control group were 7.08 and 2.18, respectively, with a significant difference( t = 92.18, P<0.05);The mean values of improvement of vision-related belief literacy in the intervention group and the control group were 7. 88 and 4. 57, respectively, and the difference was statistically significant( t = 45.57, P<0.05);The mean values of visual-related behavior literacy improvement in the intervention group and the control group were 17.41 and 2.21. The differences were statistically significant( t = 117.37, P< 0.05);The mean values of total vision improvement in the intervention group and the control group were 10.80 and 2.99, respectively, and the differences were statistically significant( t = 87.74, P<0.05);The mean values of the parents’ improvement in children’ s vision health care in the intervention group and the control group were 13.33 and 0.80, respectively, and the difference was statistically significant( t = 128.76, P<0.05);The mean values of visual acuity reduction in the intervention group and the control group were0.07 and 0.71, respectively, and the differences were statistically significant( t = 128.00, P<0.05). Conclusion Theme-based intervention can improve students’ visual literacy, especially visual behavior literacy, and can effectively slow down the deterioration of students’ vision.
作者
官文清
王林芬
吴云开
GUAN Wenqing;WANG Linfen;WU Yunkai(Fifth People's Hospital of Yuhang District,Hangzhou 311100,China)
出处
《中国学校卫生》
CAS
北大核心
2020年第2期187-189,共3页
Chinese Journal of School Health
基金
浙江省中医药科技计划项目(2020ZB206)
杭州市科技发展计划项目(171649)
余杭区科技计划发展项目(2017019)。
关键词
视力
低
健康知识
态度
实践
干预性研究
问卷调查
学生
Vision low
Health knowledge,attitudes,practice
Intervention studies
Questionnaires
Students
