摘要
本课题研究采用张绍兴编制的大学生健康素养问卷,从2017年3月至2017年6月,对天津市部分高校大二选修运动与健康课的部分学生进行问卷调查,进行健康素养水平评估;并以天津某应用职业技术大学参加健康素养测评的选修健美操的班级为实验对象,随即抽取三个班级,两个实验组(班)、一个对照组(班),进行为期2个月的准实验干预研究。结果显示:1) 从本研究的有效被试在构成健康素养的8个纬度及健康素养总分差距及四分位点分析看:被试最大得分与最小得分差异巨大,将近1/4~1/3的被试得分处在小于或等于四分之一分位点(25%)以下;2) 实验结果证实,三组被试无论是在健康素养总分,还是在健康素养构成的8个纬度上,三组结论差异均达到p 【0.01的显著水平。在非强迫学习情况下,健康知识讲授优于提供学习信息及无要求的对照组。
This research adopts the college students’ health literacy questionnaire compiled by Zhang Shaoxing. From March 2017 to June 2017, a questionnaire survey was conducted among some sophomores in some colleges and universities in Tianjin who took elective sports and health courses to evaluate their health literacy level. Three classes, two experimental groups (class) and one control group (class), were randomly selected to conduct a 2-month quasi experimental intervention study with the elective class of aerobics participating in the health literacy assessment in an applied vocational and technical university in Tianjin. The results showed that: 1) From the analysis of the effective subjects in the eight latitudes of health literacy and the difference between the total score and the quartile points of health literacy, there was a great difference between the maximum score and the minimum score of the subjects, with nearly 1/4 ~ 1/3 of the subjects’ scores being less than or equal to the quartile points (25%). 2) The experimental results confirmed that there were significant differences of p
出处
《教育进展》
2021年第2期433-439,共7页
Advances in Education
